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History of Education 



Tsr:m 



m. 



LIBRARY OF CONGRESS, 



Chap. Copyright No...._.._ 

Shelf_..LA..l 3 
— :3s 8 3 

UNITED STATES OF AMERICA. 



A SHORT 

HISTORY OF EDUCATION 

BEINU A KKPiaNT OF THE AI!TI( LK BY OSCAi; i;i;OAVXIN(r ON 

>t 

EDUCATION 

IN THI-: NINTIL BUITION OF THE 

ENCYLOP/EDIA BRITANNICA 



Edited, Nvitli au lutvod action, Notes and References, and some account of 
Comenins and liis Writings, 



BY 

W^ . H . t^ ^ V N H: , J. Iv. L) . 

HANCKLLOIt OF THK UNIVEItSlTY OF NASHVILLE. AUTHOR OF '' CHAPTERS 

ON SCHOOL SUrERVrSION ■'. '■ CONTRnUTIONS T(^ THE SCIENCE 

OF EOrCATION ■", ETC. 




SYRACUSE, N. Y. ^a W^ 

C. W. BARDEEN, PUBLISHER 

1897 

Copyright, 1881, bj- AV. H. Payne; 189T. by C. ^V. Bakdeen 



3^ 



«^ 



PUBLISHER'S NOTE 



New plates being required for this little book, it 
has been thought best with the approval of the au- 
thor to add illustrations, and accordingly thirty-six 
portraits and eleven other pictures have been in- 
serted, with a few additional notes, mostly biblio- 
graphical. 

Syracuse, J/>r/7 16, 1S97. 



A SHORT 

HISTORY OF EDUCATION 



INTRODUCTION 



In this country the purpose of normal instruction 
seems to be to prepare young men and women in the 
shortest and most direct way for doing school-room 
work. The equipment needed for this work is a 
knowledge of subjects and an empirical knowledge 
of methods; and so the normal schools furnish 
sound academic training, and pupils are taught 
methods of instruction by actual practice in experi- 
mental schools. In all this, the mechanical, or em- 
pirical, element seems to be held uppermost in 
thought. Pupils must be trained for practical ends; 
they must, so to speak, be converted into instru- 
ments for doing prescribed work by prescribed 
methods; and anything that promises to detract from 
their value as machines, must be studiously avoided. 
The artisan thus appears to be the ideal product of 
the normal school. 

I do not presume to say that this conception of 
the purpose of normal instruction is wrong. I claim 
only the right to think and to say that I hold an es- 
sentially different view, and that I am attempting to 
give professional instruction to teachers on a totally 
different hypothesis. I believe that the great bar to 
educational progress is the mechanical teaching that 
is so prevalent, and that is so fostered and encour- 

(ix) 



V 



X SHORT HISTORY OF EDUCATIOX 

aged by normal schools. I believe that an intelli- 
gent scholar, furnished with a few clearly defined 
principles, and free to throw his own personality 
into his methods, is far more likely to grow into an 
accomplished teacher than one who goes to his work 
with the conviction that he must follow prescribed 
patterns, and has not that versatility that comes from 
an extension of his intellectual horizon. The value 
of a teacher depends upon his worth as a man, rather 
than upon his value as an instrument. Man becomes 
an instrument only by losing worth as a man. In 
normal instruction there is need of greater faith in 
the potency of ideas, and less faith in the value of 
drill, imitation, and routine. 

It is possible that in some grades of school work a 
purely mechanical teaching is best; that he is the 
best teacher who is most of an artisan, — with whom 
teaching is most of a handicraft. But I do not be- 
lieve this. The rules that are best for working on 
wood and stone are not the best when applied to 
mind and character. Undoubtedly, there is a me- 
chanical element in the teaching art ; but this is sub- 
ordinate to that other element that wholly escapes 
mechanical measurements, because it has to do with 
the manifestations of free spirit. In other words, I 
am persuaded that a teacher is poor to the degree in 
which he is an artisan, and good to the degree in 
which he is an artist ; and that nothing is so much 
needed by teachers of every class as an infusion of 
that freedom and versatility that are possible only 
through an extension of the mental vision by means 
of a more liberal culture. 



INTRODUCTION XI 

While I may be wrong in the general hypothesis, 
I feel that I am right in the following particulars : 
There must be some teachers who are more than 
mere instruments, more than operatives, more than 
.artisans; there must be some who can see processes 
.as they are related to law, — who, while obedient to 
law, can throw their own personality into their 
methods and can make such adaptations of them as 
A^arying circumstances may demand. If most teach- 
ers are doomed to be the slaves of routine, there 
must be some who have the ability to create and to 
control. In a word, along with the great multitude 
of mere teachers, there must be a growing body of 
educators. I cannot but think that in every normal 
school there are men and women who would love to 
walk upon these heights, to breathe this freer air, 
;and who would thus see in teaching a fair field for 
the exercise of their best gifts. The attention of 
such should be drawn somewhat away from the 
merely mechanical aspects of teaching, and fixed on 
those professional studies that will broaden the 
•teacher's vision and give him the consciousness of 
some degree of creative power. The studies I mean 
.are Educational Science and Educational His- 
tory. 

It has been said that a teacher who is wholly ignor- 
;ant of the history of education may still do excellent 
work in the school-room. This does not admit of 
■the least doubt. . It is also true that men attain 
.long lives in complete ignorance of the laws of 
■digestion, and that they become voters and office- 
-holders while knowing nothing of their country's 



XU SHORT HISTORY OF EDUCATION 

history; but it does not follow that physiology and 
history are needless studies. A fair knowledge of 
the history of one's own country is now thought to 
be an essential element in good citizenship; and I 
see no reason why a fair knowledge of the history of 
educational systems and doctrines should not form 
a very desirable element in a teacher's education.. 
/He may teach well without this knowledge ; but hav- 
/ ing it, he will feel an inspiring sense of the nobility 
\ of his calling, will teach more intelligently, and wilL 
^give a richer quality to his work. Intelligent patri- 
otism is evoked by a vivid knowledge of Plymouth' 
Rock, of the American Revolution, and of Mount 
Vernon; and no teacher can think meanly of his- 
calling who has learned to trace his professional an- 
cestry through Plato, Comenius, Locke, Cousin, and 
Arnold. 

As exhibiting the general grounds on which the 
history of education should be made a topic of in- 
struction for at least a part of the teaching class, !• 
repeat some observations made on another occasion. 
" General history is a liberal study in the sense 
that it greatly extends the horizon of our sympa- 
thies, widens our field of intellectual vision, and 
thus makes us cosmopolitan and catholic,— true citi- 
zens of the w^orld. Historical study has also a very 
great practical value. It gives us the benefit of col- 
lective human experience as exhibited under every 
variety of circumstances and conditions. It relates 
the origin, succession, and termination of all the 
marked events in human progress. It thus saves us 
from repeating experiments already tried, forewarns- 



INTRODUCTION Xlll 

"US against dangers that ever beset the path of the 
inexperienced, and assures to each generation the 
results of the real additions made to the stock of 
human progress. 

" For the most part, the events recorded in history 
are the results of the unpremeditated actions of man 
Humanity at large seems to be impelled onward by 
an irresistible but unconscious impulse, just as a 
glacier moves over mountains and through valleys, 
with a silent yet irresistible might. This life of 
mere impulse is the lower life of nations and peoples, 
just as the period of impulse marks the lower and 
imperfect life of the individual. But in nations as 
well as in individuals, the period of reflection at last 
•comes, and this is the period when histories begin to 
be written and read. The effect of historical study 
is thus to check mere impulse, and to convert uncon- 
scious progress into self-conscious and reflective 
efforts towards determinate ends. 

" In all nations that have passed beyond the period 
of mere barbarism, there has been some degree of con- 
scious and intended effort after progress, some pre- 
paration for the duties of citizenship, some attempt 
to make the future better than the past has been. 
This conscious effort to place each generation on a 
vantage-ground, through some deliberate training or 
preparation, is, in its widest sense, education. 

" Now if history in general, as it records the uncou::^ 
•scious phases of human progress, is a study of supreme 
value, that part of general history which records the 
reflective efl"orts of men to rise superior to their 
actual present, must teach lessons of even higher 
value. This is emphatically an educating age. The 



XIV SHORT HISTORY OF EDUCATION 

minds of the wisest and the best are intent on devis- 
ing means whereby progress may be hastened through 
the resources of human art. In the world of educa- 
tional thought, all is ferment and discussion. Wc 
are passing beyond the period of reckless experiment 
and are seekinganchorage in doctrines deduced from 
the permanent principles of human nature. Educa- 
tional Science is giving us a glimmer of light ahead, 
and we do well to shape our course by it. What 
f?//^/// /6' Z*^ should indeed be our pole-star; but until 
this has been defined with more precision, we should 
also shape our course by looking back on what has 
been. We should think of ourselves as moving 
through the darkness or over an unknown region, 
with a light before us and a light behind us. Our 
two inquiries should be. Whence have we come ? 
Whither are we going? Historical progress is tor- 
tuous, but its general direction is right. The history 
of what has been must therefore contain some 
elements of truth. The past at least foreshadows the 
future, and we may infer the direction of progress 
by comparing 7f///^/ //^^ (^^(f// with what is. In educa- 
tion, therefore, we need to know the past, both as a 
means^of taking stock of progress, and also of fore- 
shadowing the future. We should give a large place 
to the ideal elements in our courses of normal in- 
struction'; but, we should also make a large use of 
the results of experience. All true progress is a 
transition. The past has insensibly led up to the 
present; let the present merge into the future. Let 
history foreshadow philosophy; and let philosophy 
introduce its corrections and ameliorations into the 
lessons of historv." 



INTRODUCTION XV 

An obstacle to the study of the history of educa- 
tion in this country, has been the lack of suitable 
books on this subject. In English we have only 
Schmidt's History of Education, and the History and 
Progress of Education by Philobiblius (L. P. Brock- 
ett). At best, these are mere outlines, and consid- 
ered as outlines, they are very imperfect and unsatis- 
factory. In seeking for a text that i might make the 
basis of a short course of instruction for students in 
this university, I have found the article Education 
in the ninth edition of the Encyclopaedia Britannica 
admirably adapted to my purpose ; and I have thought 
that a reprint of it, under the title of A Short History of 
Education might be acceptable to the general reader, 
to intelligent and progressive teachers, and to the 
members of the profession who are engaged in the 
education of teachers. To make this outline more 
useful to teachers and students, I have added a select 
list of educational works, and have arranged a list of 
more important topics suggested by this outline, 
with references to these authorities. By this means 
the course of study may be extended almost at will. 
It may be embraced merely this admirable outline, 
and thus occupy but a few days, or it may be pursued 
on the seminary plan, and thus indefinitely extended. 
I have considerably multiplied my notes and refer- 
ences on Comenius, in the hope of exciting an inter- 
est in the study of one of the greatest of the educa- 
tional reformers. 

W. H. Payne 

University of Michigan, January 22, 188 1. 



A Short History of Education 



This article is mainly concerned with the history 
of educational theories in the chref crises of their 
development. It has not been the object of the 
writer to give a history of the practical working of 
these theories, and still less to sketch the outlines 
of the science of teaching, which may be more con- 
veniently dealt with under another head. 

The earliest education is that of the family. The 
child must be trained not to interfere with its par- 
ents' convenience, and to acquire those little arts 
which will help in maintaining the economy of the 
household. It was long before any attempt was 
made to improve generatiojis as they succeeded each 
other. 

The earliest schools were those of the priests. As 
soon as an educated priesthood had taken the place 
of the diviners and jugglers who abused the credulity 
of the earliest races, schools of the prophets became 
a necessity. The training required for ceremonials, 
the common life apart from the family, the accomp- 
lishments of reading and singing, afforded a nucleus 
for the organization of culture and an opportunity 
for the efforts of a philosopher in advance of his age. 
Convenience and gratitude confirmed the^monopoly 
of the clergy. 

The schools of Judea and Egypt were ecclesiasti- 
(17) 



ANCIENT EDUCATION 



cal. The Jews had but little effect on the progress 
of science, but our obligations to the priests of the 
Nile valley are great indeed. Much of their learn- 
ing is obscure to us, but we have reason to conclude 
that there is no branch of science in which they did 
not progress at least so far as observation and care- 
ful registration of facts could carry them. They 
were a source of enlightenment to surrounding 
nations. Not only the great lawgiver of the Jews, 
but those who were most active in stimulating the 
nascent energies of Hellas were careful to train 
themselves in the wisdom of the Egyptians. 

Greece, in giving an undying name to the liter- 
ature of Alexander, was 
only repaying the debt 
which she had incurred 
centuries before. Educa- 
tion became secular in 
countries where the priest- 
hood did not exist as a 
separate body. At Rome, 
until Greece took her con- 
queror captive, a child was 
ARISTOTLE, 384-33^, B. c. trained for the duties of 
life in the forum and the senate house. 

The Greeks were the first to develop a science of 
education distinct from ecclesiastical training. 
They divided their subjects of study into music and 
gymnastics, the one comprising all mental, the other 
all physical training. Music was at first little more 
than the study of the art of expression. 




JUDEA, EGYPT, GREECE 



19 




SOCRATES, 470-899, B. C. 



But the range of intellectual education which had 
been developed by distin- 
guished musical teachers 
was further widened by the 
Sophists, until it received 
a new stimulus and direc- 
tion from the work of Soc- 
rates. Who can forget the 
picture left us by Plato of 
the Athenian palaestra, in 
which Socrates was sure to 
find his most ready listeners and his most ardent 
disciples ? In the intervals of running, wrestling, 
or the bath, the young Phaedrus or Theaetetus dis- 
coursed with the philosophers who had come to watch 
them on the good, the beautiful, and the true. The 
lowest efforts of their teachers were to fit them to 
maintain any view they might adopt with acuteness, 
elegance, readiness, and good taste. Their highest 
efforts were to stimulate a craving for the knowledge 
of the unknowable, to rouse a dissatisfaction with 
received opinions, and to excite a curiosity which 
grew stronger with the revelation of each successive 
mystery. 

Plato is the author of the first systematic treatise 
on education. He deals with the subject in his earlier 
dialogues, he enters into it with great fulness of 
detail in the Republic, and it occupies an important 
position in the Laws. The views thus expressed dif- 
fer considerably in particulars, and it is therefore 
difficult to give concisely the precepts drawn up by 
him for our obedience. But the same spirit under 



20 



ANCIENT EDUCATION 




lies his whole teaching. He never forgets that the 
beautiful is undistinguishable from the true, and that 
the mind is best fitted to solve difficult problems 
which has been trained by the enthusiastic contem- 
plation of art. 

Plato proposes to intrust education to the state. 
He lays great stress on the 
influence of race and blood. 
Strong and worthy children 

«y "^ ^^^^^M \ ^^^ likely to spring from 
^^S^ "^^^-lIB ^ strong and worthy parents. 
"Vv Ijf M Music and gymnastics are 

^ ^ Jk ^U m ^*^ develop the emotions of 

young men during their 
earliest years — the one to 
strengthen their character 
for the contest of life, the 
other to excite in them varying feelings of resent- 
ment or tenderness. Reverence, the ornament of 
youth, is to be called forth by well-chosen fictions; 
a long and rigid training in science is to precede dis- 
cussion on more important subjects. At length the 
goal is reached, and the ripest wisdom is ready to be 
applied to the most important practice. 

The great work of Quintilian, although mainly a 
treatise on oratory, also contains incidentally a com- 
plete sketch of a theoretical education. His object 
is to show us how to form the man of practice. But 
what a high conception of practice is his ! He wrote 
for a race of rulers. He inculcates much which has 
been attributed to the wisdom of a later age. He 
urges the importance of studying individual dispo- 



PLATO, 429-347, B. C. 



ROME 21 

sitions, and of tenderness in discipline and punish- 
ment. 

The Romans understood no systematic training 
except in oratory. In their eyes every citizen was a 
born commander, and they knew of no science of 
government and political economy. Cicero speaks 
slightingly even of jurisprudence. Any one, he says, 
can make himself a jurisconsult in a week, but an 
orator is the production of a lifetime. No statement 
can be less true than that a perfect orator is a perfect 
man. But wisdom and philanthrophy broke even 
through that barrier, and the training which Quin- 
tilian expounds to us as intended only for the public 
speaker would, in the language of Milton, fit a man 
to perform justly, wisely, and magnanimously all the 
offices, both public and private, of peace and war. 

Such are the ideas which the old world has left us. 
On one side man, beautiful, active, clever, receptive, 
emotional, quick to feel, to show his feeling, to ar- 
gue, to refine; greedy of the pleasures of the world, 
perhaps a little neglectful of its duties, fearing re- 
straint as an unjust stinting of the bounty of nature, 
inquiring eagerly into every secret, strongly attached 
to the things of this life, but elevated by an unabated 
striving after the highest ideal ; setting no value but 
upon faultless abstractions, and seeing reality only 
in heaven, on earth mere shadows, phantoms, and 
copies of the unseen. On the other side, man, prac- 
tical, energetic, eloquent, tinged but not imbued with 
philosophy, trained to spare neither himself nor 
others, reading and thinking only with an apology ; 
best engaged in defending a political principle, in 



22 CHRISTIAN EDUCATION 

maintaining with gravity and solemnity the conser- 
vation of ancient freedom, in leading armies through 
unexplored deserts, establishing roads, fortresses, 
settlements, the results of conquest, or in ordering 
and superintending the slow, certain, and utter anni- 
hilation of some enemy of Rome. Has the modern 
world ever surpassed their type? Can we in the 
present day produce anything by education except 
by combining, blending, and modifying the self- 
culture of the Greek or the self-sacrifice of the 
Roman ? 

The literary education of the earliest generation 
of Christians was obtained in the pagan schools, in 
those great imperial academies which existed even 
down to the fifth century, which flourished in Europe, 
Asia, and Africa, and attained perhaps their highest 
development and efficiency in Gaul. 

The first attempt to provide a special education for 
Christians was made at Alexandria, and is illustrated 
by the names of Clement and Origen. The later 
Latin fathers took a bolder stand, and rejected the 
suspicious aid of heathenism. TertuUian, Cyprian, 
and Jerome wished the antagonism between Christi- 
anity and Paganism to be recognized from the earli- 
est years, and even Augustine condemned with 
harshness the culture to which he owed so much of 
his influence. 

The education of the Middle Ages was either that 
of the cloister or the castle. They stood in sharp 
contrast to each other. The object of the one was 
to form the young monk, of the other the young 
knight. We should indeed be ungrateful if we for- 



THE MIDDLE AGES 23 

got the services of those illustrious monasteries, 
Monte Cassino, Fulda, or Tours, which kept alive 
the torch of learning throughout the dark ages, but 
it would be equally mistaken to attach an exagger- 
ated importance to the teachings which they pro- 
vided. Long hours were spent in the duties of the 
church and in learning to take a part in elaborate 
and useless ceremonies. A most important part of 
the monastery was the writing-room, where missals, 
psalters, and breviaries were copied and illuminated, 
and too often a masterpiece of classic literature was 
effaced to make room for a treatise of one of the 
fathers or the sermon of an abbot. 

The discipline was hard ; the rod ruled all with 
indiscriminating and impartial severity. How many 
generations have had to suffer for the floggings of 
those times ! Hatred of learning, antagonism between 
the teacher and the taught, the belief that no training 
can be effectual which is not repulsive and distaste- 
ful, that no subject is proper for instruction which 
is acquired with ease and pleasure — all these idols of 
false education have their root and origin in monk- 
ish cruelty. The joy of human life would have been 
in danger of being stamped out if it had not been 
for the v/armth and color of a young knight's boy- 
hood. He was equally well broken in to obedience 
and hardship ; but the obedience was the willing ser- 
vice of a mistress whom he loved, and the hardship 
the permission to share the dangers of a leader whom 
he emulated. 

The seven arts of monkish training were Gram- 
mar, Dialectics, Rhetoric, Music, Arithmetic, Geom- 



24 THE MIDDLE AGES 

etry, Astronomy, which together formed the trivium 
and quadriviujH, the seven years' course, the divisions 
of which have profoundly affected our modern 
training. 

One of the earliest treatises based on this method 
was that of Martianus Capella, who in 470 published 
his Satyra, in nine books. The first two were devoted 
to the marriage between Philology and Mercury ; the 
last seven were each devoted to the consideration of 
one of these liberal arts. Cassiodorus, who wrote 
De Septem Disciplinis about 500, was also largely used 
as a text-book in the schools. Astronomy was 
taught by the Cisio-Janus, a collection of doggrel 
hexameters like the Propria quce maribus, which con- 
tained the chief festivals in each month, with a 
memoria technica for recollecting when they occurred. 

The seven knightly accomplishments, as historians 
tell us, were to ride, to swim, to shoot with the bow, 
to box, to hawk, to play chess, and to make verses. 
The verses thus made were not in Latin, bald imita- 
tions of Ovid or Horace, whose pagan beauties were 
wrested into the service of religion, but sonnets, 
ballads, and canzonets in soft Proven9al or melodious 
Italian. 

In nothing, perhaps, is the difference between these 
two forms of education more clearly shown than in 
their relations to women. A young monk was 
brought up to regard a woman as the worst among 
the many temptations of St. Anthony. His life knew 
no domestic tenderness or affection. He was sur- 
rounded and cared for by celibates, to be himself 
a celibate. A page was trained to receive his best 
reward and worst punishment from the smile or 



CONTRAST BETWEEN MONKS AND KNIGHTS 25 

frown of the lady of the castle, and as he grew to 
manhood to cherish an absorbing passion as the 
strongest stimulus to a noble life, and the contem- 
plation of female virtue, as embodied in an Isolde or 
a Beatrice, as the truest earnest of future immor- 
tality. 

Both these forms of education disappeared before 
the Renaissance and the Reformation. But we must 
not suppose that no efforts were made to improve 
upon the narrowness of the schoolmen or the idle- 
ness of chivalry. The schools of Charles the Great 
have lately been investigated by Mr. Mullinger, but 
we do not find that they materially advanced the 
science of education. Vincent of Beauvais has left 
us a very complete treatise on education, written 
about the year 1245. He was the friend and coun- 
sellor of St. Louis, and we may discern his influence 
in the instructions which were left by that sainted 
kingfor theguidance of his son and daughter through 
life. 

The end of this period was marked by the rise of 
universities. Bologna devoted itself to law, and num- 
bered 12,000 students at the end of the 12th century. 
Salerno adopted as its special province the study of 
medicine, and Paris was thronged with students from 
all parts of Europe, who were anxious to devote 
themselves to a theology which passed by indefinite 
gradations into philosophy. The 14th and 15th cen- 
turies witnessed the rise of universities and acade- 
mies in almost every portion of Europe. 

Perhaps the most interesting among these precur- 
sors of a higher culture were the Brethren of the 
Common Life, who were domiciled in the rich 



26 THE MIDDLE AGES 

meadows of the Yssel, in the Northern Netherlands. 
The metropolis of their organization was Deventer, 
the best known name among them that of Gerhard 
Groote. They devoted themselves with all humility 
and self-sacrifice to the education of children. Their 
schools were crowded. Bois-Ie-Duc numbered 1200 
pupils, Zwolle 1500. For a hundred years no part 
of Europe shone with a brighter lustre. 

As the divine comedy of Dante represents for us 
the learning and piety of the Middle Ages in Italy, 
so the Imitation of Thomas a Kempis keeps alive for 
us the memory of the purity and sweetness of the 
Dutch community. But they had not sufficient 
strength to preserve their supremacy among the 
necessary developments of the age. They could 
not support the glare of the new Italian learning; 
they obtained, and it may be feared deserved, the 
title of obscurantists. The Epistola: Obscurorum Vir- 
vrum, the wittiest squib of the Middle Ages, which 
was so true and so subtle in its satire that it was 
hailed as a blow struck in defence of the ancient 
learning, consists in great part of the lamentations 
of the brethren of Deventer over the new age, which 
they could not either comprehend or withstand. 

The education of the Renaissance is best repre- 
sented by the name of Erasmus, that of the Reforma- 
tion by the names of Luther and Melanchthon. We 
have no space to give an account of that marvellous 
resurrection of the mind and spirit of Europe when 
touched by the dead hand of an extinct civilization. 
The history of the revival of letters belongs rather 
to the general history of literature than to that of 
education. But there are two names whom we ought 
not to pass over. 



THE RENAISSANCE 27 

Vittorino da Feltre was summoned by the Gon- 
zagas to Mantua in 1424 ; he was lodged in a spacious 
palace, with galleries, halls, and colonnades decorated 
with frescoes of playing children. In person he was 
small, quick, and lively — a born schoolmaster, whose 
whole time was spent in devotion to his pupils. We 
are told of the children of his patron, how Prince 
Gonzaga recited 200 verses of his own composition 
at the age of fourteen, and how Prince Cecilia wrote 
elegant Greek at the age of ten. Vittorino died in 
1477. He seems to have reached the highest point 
of excellence as a practical schoolmaster of the 
Italian Renaissance. 

Castiglione, on the other hand has left us in his 
Cortigiano the sketch of a cultivated nobleman in 
those most cultivated days. He shows by what pre- 
cepts and practice the golden youths of Verona and 
Venice were formed, who live for us in the plays of 
Shakespeare as models of knightly excellence. 

For our instruction, it is better to have recourse 
to the pages of Erasmus. 
He has written the most 
minute account of his 
method of teaching. The 
child is to be formed into a 
good Greek and Latin 
scholar and a pious man. 
He fully grasps the truth 
that improvement must be 
natural and gradual. Let- 
ERASMUS, 1467-1536 j-grs are to be taught play- 

ing. The rules of grammar are ^to be few and 




28 THE REFORMATION 

short. Every means of arousing: interest in the 
work is to be fully employed. Erasmus is no 
Ciceronian. Latin is to be taught so as to be of 
use — a living language adapted to modern wants. 
Children should learn an art — painting, sculpture, 
or architecture. Idleness is above all things to be 
avoided. The education of girls is as necessary 
and important as that of boys. Much depends upon 
home influence; obedience must be strict, but not 
too severe. We must take account of individual 
peculiarities, and not force children into cloisters 
against their will. We shall obtain the best result 
by following nature. 

It is easy to see what a contrast this scheme pre- 
sented to the monkish training, — to the routine of 
useless technicalities enforced amidst the shouts of 
teachers and the lamentations of the taught. 

Still this culture was but for the few. Luther 
brought ' the schoolmaster 
into the cottage, and laid the 
foundations of the system 
which is the chief honor and 
strength of modern Ger- 
many, a system by which 
the child of the humblest 
peasant, by slow but certain 
gradations, receives the best 
education which the country 
MARTIN LUTHER, 1483-15^6 ^an afford. The precepts of 
Luther found their way into the hearts of his 
countrymen in short, pithy sentences, like the say- 
ings of Poor Richard. The purification and widen- 




ERASMUS, LUTHER, MELANCHTHON 



29 




PHILIPP MELANCHTHON, 

1497-1560 



ing of education went hand in hand with the puri- 
fication of religion, and these claims to affection are 
indissolubly united in the minds of his countrymen. 
Melanchthon, from his editions of school books 
and his practical labors in 
education, earned the title 
of Praeceptor Germanae. 
Aristotle had been de- 
throned from his pre-emin- 
ence in the schools, and 
Melanchthon attempted to 
supply his place. He ap- 
preciated the importance of 
Greek, the terror of the ob- 
scurantists, and is the au- 
thor of a Greek grammar. 
He wrote elementary books on each department of 
the trivium — grammar, dialect, and rhetoric. He 
made some way with the studies of the quadrivium^ 
and wrote Initia doctrince Fhysicce, a primer of physi- 
cal science. He lectured at the university of Witten- 
berg, and for ten years, from 1519 to 1529, kept a 
schola privata in his own house. 

Horace was his favorite classic. His pupils were 
taught to learn the whole of it by heart, ten lines at 
a time. The tender refined lines of his well-known 
portraits show clearly the character of the painful, 
accurate scholar, and contrast with the burly power- 
ful form of the genial Luther He died in 1560, 
racked with anxiety for the church which he had 
helped to found. If he did not carry Protestantism 



JOHN STURM 



into the heart of the peasant, he at least made it 
acceptable to the intellect of the man of letters. 

We now come to the names of three theoretical and 
practical teachers who have exercised and are still 
exercising a profound effect over education. The 
so-called Latin school, the parent of the gymnasium 
and the lycee, had spread all over Europe, and 
was especially flourishing in Germany. The pro- 
grammes and time tables in use in these establish- 
ments have come down to us, and we possess notices 
of the lives and labors of many of the earliest teach- 
ers. It is not difficult to trace a picture of the edu- 
cation which the Reformation offered to the middle 
classes of Europe. Ample material exists in Ger- 
man histories of education. We must confine our- 
selves to those moments which were of vital influence 
in the development of the science. 

One school stands pre-eminently before the rest, 
situated in that border city on the debatable land 
between France and Germany, which has known 

how to combine and recon- 
cile the peculiarities of 
French and German cul- 
ture. Strasburg, besides a 
school of theology which 
unites the depth of Ger- 
many to the clearness and 
vivacity of France, educated 
the gilded youth of the 1 6th 
century under Sturm, as it 
JOHN STURM, 1507-1589 trained the statesmen and 
dipliomatists of the i8th under Koch. John Sturm 





ROGER ASCHAM AND LADY JANE GREY 



32 



JOHN STURM 



of Strasburg was the friend of Ascham, the author of 
the SchoUmaster, and the tutor of Queen Elizabeth. 
It was Ascham who found Lady Jane Grey alone in 
her room at Bradgate bending her neck over the page 
of Plato when all the rest of her family were follow- 
ing the chase. 

Sturm was the first great head-master, the pro- 
genitor of Busbys if not of 
Arnolds. He lived and 
worked till the age of 
eighty-two. He was a friend 
of all the most distinguished 
men of his age, the chosen 
representative of the Prot- 
estant cause in Europe, 
the ambassador to foreign 
THOMAS ARNOLD, 1795-1842 powers. He was believed 
to be better informed than any man of his time of the 
complications of foreign politics. Rarely did an 
envoy pass from France to Germany without turning 
aside to profit by his experience. 

But the chief energies of his life were devoted to 
teaching. He drew his scholars from the whole of 
Europe; Portugal, Poland, England sent their con- 
tingent to his halls. In 1578, his school numbered 
several thousand students; he supplied at once the 
place of the cloister and the castle. What he most 
insisted upon was the teaching of Latin, not the 
conversational lingua franca of Erasmus, but pure, 
elegant Ciceronian Latinity. He may be called the 
introducer of scholarship into the schools, a scholar- 
ship which as yet took little account of Greek. His 




JOHN STURM ^^ 

pupils would write elegant letters, deliver elegant 
Latin speeches, be familiar, if not with the thoughts, 
at least with the language of the ancients, would be 
scholars in order that they might be gentlemen. 

Our space will not permit us to trace the whole 
course of his influence, but he is in all probability 
as much answerable as any one for the euphuistic 
refinement which overspread Enrope in the i6th 
century, and which went far to ruin and corrupt its 
literatures. Nowhere perhaps had he more effect 
than in England. Our older public schools, on 
breaking with the ancient faith, looked to Sturm as 
their model of Protestant education. His name and 
example became familiar to us by the exertions of 
his friend Ascham. Westminster, under the long 
reign of Busby, received a form which was gener- 
ally accepted as the type of a gentleman's education. 
The Public School Commission of 1862 found that 
the lines laid down by the great citizen of Stras- 
burg, and copied by his admirers, had remained 
unchanged until within the memory of the present 
generation, 

Wolfgang Ratke or Ratichius was born in Hol- 
stein in 1571. He anticipated some of the best im- 
provements in the method of teaching which have 
been made in modern times. He was like many of 
those who have tried to improve existing methods 
in advance of his age, and he was rewarded for his 
labors at Augsburg, Weimar, and Kothen by perse- 
cution and imprisonment. Can we wonder that 
education has improved so slowly when so much 
pains has been taken to silence and extinguish those 
who have devoted themselves to its improvement? 



34 WOLFGANG RATKE 

His chief rules were as follows : 

1. Begin everything with prayer. 

2. Do everything in order, following the course of 
nature. 

3. One thing at a time. 

4. Often repeat the same thing. 

5. Teach everything first in the mother tongue. 

6. Proceed from the mother tongue to other lan- 
guages. 

7. Teach without compulsion. Do not beat chil- 
dren to make them learn. Pupils must love their 
masters, not hate them. Nothing should be learnt 
by heart. Sufficient time should be given to play 
and recreation. Learn one thing before going on to 
another. Do not teach for two hours consecutively. 

8. Uniformity in teaching, also in school-books, 
especially grammars, which may with advantage be 
made comparative. 

9. Teach a thing first, and then the reason of it. 
Give no rules before you have given the examples. 
Teach no language out of the grammar, but out of 
authors. 

10. Let everything be taught by induction and 
experiment. 

Most of these precepts are accepted by all good 
teachers in the present day; all of them are full of 
wisdom. Unfortunately their author saw the faults 
of the teaching of his time more clearly than the 
means to remove them, and he was more successful 
in forming precepts than in carrying them out. 
Notwithstanding these drawbacks, he deserves an 
honorable place among the forerunners of a rational 
education. 



TOHN AMOS COMENIUS 



35 




John Amos Comenius was the antithesis to Sturm^ 
and a greater man than 
Ratke. Born a Moravian^ 
he passed a wandering life^ 
among the troubles of the 
Thirty Years' War, in pov- 
erty and obscurity. But 
his ideas were accepted by 
the most advanced thinkers 
of the age, notably in many 
respects by our own Mil- 
JOHN AMOS COMENIUS, 1593-1671 ton, and by Oxenstiern, the 
chancellor of Sweden. His school books were spread 
throughout Europe. The Jaima Lingiiartwi Reser- 
vata was translated into twelve European and several 
Asiatic languages. His works, especially the Dida- 
scalia magna, an encyclopaedia of the science of 
education, are constantly reprinted at the present 
day ; and the system which he sketched will be found 
to foreshadow the education of the future. 

He was repelled and disgusted by the long delays 
and pedantries of the schools. His ardent mind 
conceived that if teachers would but follow nature 
instead of forcing it against its bent, take full advan- 
tage of the innate desire for activity and growth, all 
men might be able to learn all things. Languages 
should be taught as the mother tongue is taught, by 
conversations on ordinary topics; pictures, object 
lessons should be freely used; teaching should go 
hand in hand with a cheerful elegant, and happy life. 
Comenius included in his course the teaching of the 
mother tongue, singing, economy, and politics, the 
history of the world, physical geography, and a 
knowledge of arts and handicrafts. 



f A N U A 

LINGU ARUM 

RESERATA.- 

S 1 V E, 
Omnium Scientiarum & Lingaarum 

SeminAkiuM: 

ID EST, 

■Coaipendiofa Latinam 8c Anglicam , aliafque 

Linguas & Artiom edani fuiicl nKnta addifcend' me- 

thodu i una cum ]anuar Lacinuatis Veliil^ulo. 

Afitore CL Viro J. A. C o M E N I o. 



The Gate of Languages 

UNLOCKED: 

Or^ a S bed-Plot of all Arts and Tongues i 
containing a ready way to learn the Latine 
and EngliQi Tongue. 

Formerly tranflated by T h o. Horn: afterwards much 
cxDrrefted and amended by J o h. Pv o B o T h a M : 
now carefully reviewecf hv /^. D. to ^^'hich is 
prcmifeda PORTAL. 

As alfo 3 there is now newly added the Foundation to the 
Janua^ containing all or the chiefe Prlmkives ov the 
Latine Tonguejdrawn inro Senrcnccs, in an Alphsbj* 
-l^tirall order by G. f . 

„_ & 0^ _^ 

L O N D ^7, Q 

Printed by Edvp. Griffin, and Hit. Hunt, for Thonnu Slater, and art to bs 
fold by the Company of Stationers, i 6 $ x. 



The Portal to the Gate oFToBgueis. 



Qiiatucr Evaflgeliftajjtjuinque 
reafu5,fcx profefti dies- 

5epfem petitioncsifl Oratlone 
Dominica. 

Ofto dies /unc feptimana. 

Tcr eria funt novcsi}. 

Decern prcccpta Dei. 

Undccim Apoftoli, dempio 

juda. 

Diiodecim fidci articulj. 
Triginci dies funr mcnfif. 
Centum annifunt fccuiam. 
Saranas eft mille frandusn ar- 
tifcx. 



CAP. 4. 
7)erebMitifchoU 

SChoIafticus freqcnrar 
fcliolam. 
Qy6 in arcibus erudiatur. 

Initiumcft^litcris. 
E (yllabis voces componuntur 
E diftionibus fermo: 
Ex libro Icgimus tacit^. 
Autrecicamus claret 
Involvjmus cum membrana 
Et ponimus in pulpito. 
Atramentum eft in acramenra 
rio,in quo tingimus calamum 
Scribimui eo in charra, in 

utraque pagina. 
Si perperam, delemus. 
Et fignamus dcnuo redo , vel 

in margine. 
Doftor docer. 
Difcipulus difcic non ottinia 

fimul, kd per partes. 
Prajceptor prxcipic facienda. 

1^ f^or tegii Acadcnwam r. 



F<7«r Evangdifts^ fivgfenfeSffix 

" Sizen p'^titions in the Lorci'j !f^^4: , . 

■n «>^ t"* i* 

l^ight cUyss X(€ a »»«4. tandaff iri 

Thrici th' ft are nine. hi« Tr c^rif 

Tm Commmdcmemi ofGffd, ^^ '^'^ ^*" * 
e?/ A at t J L ■ crsracntoi 

n.Uvm Apffjttis^ud^ btmgex^ ^v^^ 2,ord» 

dp ted. Supper 

rmlvt Ankles of the Fahb. dWJ-^« 
Thiny dajh tire & monab. ''•''^^ * 

A hundnd }£srs are &n igf' 
Set an is, the forger cf « thonf&nU 

dscsits, ' 



GHAP. 4. 
Ofthingsinafchool. 

A SchoUr fnqumzth ik 

^^ fchooie. 

That ht mtq bt inptfuSledin ihi 
ens. 

The beginingk fom Utters. 

mrds are competed of ()Udb'M» 

4 (peech of words. 

ff ? Ytdd/iisntly out ofd booli. 

Or recite it ^sud. 

^e wrap it up in parchment, 

i/^ndUfitiitAdtiif, 

Jn^isinthe'inli-bjrrt, inwh.ch 
wediptheqmtl, 

m write with it in paper , on ei- 
ther page, 

JfhddJy^ we blot it out. 

And then m^/li it in thi Uns^cr iri 
thi mtt/jent, 

*A teacher le HQhitb, 

AfchoUr leirmih not ahogfthi^, 
buthyp&nu *' " 

The Mafter (oKmead'i thing's (^ 
be dont* (rn'.f, 

Thi Om'enm rkfet^'tht AcAde- 



38 JOHN AMOS COMENIUS 

But the principle on which he most insisted, which 
forms the special point of his teaching, and in which 
he is followed by Milton, is that the teaching of 
words and things must go together hand in hand. 
When we consider how much time is spent over new 
languages, what waste of energy is lavished on mere 
preparation, how it takes so long to lay a foundation 
that there is no time to rear a building upon it, we 
must conclude that it is in theacceptanceand develop- 
ment of this principle that the improvement of edu- 
cation will in the future consist. Any one who 
attempts to inculcate this great reform will find that 
its first principles are contained in the writings of 
Comenius. 

But this is not the whole of his claim upon our 
gratitude. He was one of the first advocates of the 
teaching of science in schools. His kindness, gentle- 
ness, and sympathy make him the forerunner of 
Pestalozzi. His general principles of education 
would not sound strange in the treatise of Herbert 
Spencer. 

The Protestant schools were now the best in 
Europe, and the monkish 
institutions were left to de- 
cay. Catholics would have 
remained behind in the race 
if it had not been for the 
Jesuits. Ignatius Loyola 
gave this direction to the 
order which he founded, and 
the programme of studies, 
which dates from the end of 
IGNATIUS DE LOYOLA, 1491-1556 the sixteenth century, is in 




THE JESUITS 39 

use, with certain modifications, in English Jesuit 
schools at the present day. In 1550 the first Jesuit 
school was opened in Germany; in 1700 the order 
possessed 612 colleges, 157 normal schools, 59 novi- 
ciates, 340 residences, 200 missions, 29 professed 
homes, and 24 universities. The college of Clermont 
had 3000 students in 1695. 

Every Jesuit college was divi'ded into two parts, 
the one for higher, the other for lower education, 
— the studia siiperiora and the studia inferiora. The 
studia ififei'iora, answering to the modern gymnasium, 
was divided into five classes. The first three were 
classes of grammar (rudiments), grammar (acci- 
dence), and syntax ; the last two humanity and 
rhetoric. 

The motto of the schools was lege, scribe, loquere, — 
you must learn not only to read and write a dead 
language, but to talk. Purism was even more 
exaggerated that by Sturm. No word might be used 
which did not rest upon a special authority. The 
composition of Latin verses was strongly encouraged, 
and the performance of Latin plays. Greek was 
studied to some extent; mathematics, geography, 
music, and the mother tongues were neglected. 

The studia siiperiora began with a philosophical 
course of two or three years. In the first year logic 
was taught, in the second the books of Aristotle, de 
ccs/Oythe first book de generatione, and the Meteorologica. 
In the third year the second book de generatiofie, the 
books de ani?na, and the Metaphysics. After the com- 
pletion of the philosophical course the pupil studied 
theology for four years. 



40 



THE JESUITS 



The Jesuits used to the full the great engine of 
emulation. Their classes were divided into two 
parts, Romans and Carthaginians; swords, shields, 
and lances hung on the walls, and were carried off 
in triumph as either party claimed the victory by a 
fortunate answer. 

It would be unfair to deny the merits of the educa- 
^^^^^^^ tion of the Jesuits. Bacon 

^^^^^H^^^^^ speaks of them in more than 
^^BHiB^^^^^^^ one passage as the revivers 
^^M. J^^^^^^ ^^ ^^^^ most important art. 

^^K^JM ^^^^^^^^ Qmim talis sis utinam Piaster 
BB^^ ^^^^ ess£S. Descartes approved 

\ )f their system; Chateau- 

briand regarded their sup- 




PRANCIS BACON, 1561 1626 



pression as a calamity to 
civilization and enlighten- 
ment. They were probably 
the first to bring the teacher 
into close connection with 
the taught. According to 
their ideal the teacher was 
neither inclosed in a clois- 
ter, secluded from hispupils, 
nor did he keep order by 
stamping, raving, and flog- 
ging. He was encouraged 
to apply his mind and soul 
to the mind and soul of his 
pupil ; to study the nature, the disposition, the par- 
ents of his scholars; to follow nature as far as pos- 
sible, or rather to lie in wait for it and discover 
its weak points, and where it could be most easily 




RENE DESCARTES, 1596-1650 



THEIR FAULTS 4! 

attacked. Doubtless the Jesuits have shown a love^ 
devotion, and self-sacrifice in education, which is 
worthy of the highest praise; no teacher who would 
compete with them can dare do less. 

On the other hand, they are open to grave accusa- 
tion. Their watchful care degenerated into surveil- 
lance, which lay-schools have borrowed from them ; 
their study of nature has led them'to confession and 
direction. They have tracked out the soul to its 
recesses, that they might slay it there, and generate 
another in its place ; they educated each mind accord- 
ing to its powers, that it might be a more subservient 
tool to their own purposes. They taught the ac- 
complishments which the world loves, but their chief 
object was to amuse the mind and stifle inquiry; 
they engaged Latin verses, because they were a con- 
venient plaything on which powers might be exer- 
cised which could have been better employed in 
understanding and discussing higher subjects; they 
were the patrons of school plays, of public prizes^ 
declamations, examinations, and other exhibitions, 
in which the parents were more considered than the 
boys; they regarded the claims of education, not as 
a desire to be encouraged, but as a demand to be 
played with and propitiated; they gave the best 
education of their time in order to acquire confidence,, 
but they became the chief obstacle to the improve- 
ment, of education; they did not care for enlighten- 
ment, but only for the influence which they could 
derive from a supposed regard for enlightenment. 

What may have been the service of Jesuits in past 
times, we have little to hope for them in the improve- 
ment of education at present. Governments have. 



42 MONTAIGNE 

on the whole, acted wisely by checking and sup- 
pressing their colleges. The i-atio studiorum is an- 
tiquated and difficult to reform. In 1831 it was 
brought more into accordance with modern ideas by 
Roothaan, the general of the order. Beckx, his suc- 
cessor, has, if anything, pursued a policy of retro- 
gression. The Italian Government, in taking pos- 
session of Rome, found that the pupils of the Col- 
legio Romano were far below the level of modern 
requirements. 

It may be imagined that, by this organization both 
Catholic and Protestant were apt to degenerate into 
pedantry, both in name and purpose. The school- 
master had a great deal too much the best of it. The 
Latin school was tabulated and organized until every 
half hour of a boy's time was occupied; the Jesuit 
school took possession of the pupil body and soul. 
It was, therefore, to be expected that a stand should 
be made for common sense in the direction of prac- 
tice rather than theory, of wisdom instead of learning. 
Montaigne has left us the most delightful utter- 

.^ ances about education. He 

says that the faults of the 
education of his day con- 
sist in overestimating the 
intellect and rejecting mor- 
ality, in exaggerating mem- 
H^ ory and depreciating use- 

ful knowledge. He recom- 
mends a tutor who should 
--^i-^-. draw out the pupil's own 

MICHEL EQUEM DE MON- power and originality, to 
TAIGNE, 153:3-1593 teach how to live well and 

to die well, to enforce a lesson by practice, to put 




LOCKE 43 

the mother tongue before foreign tongues, to teach 
all manly exercises, to educate the perfect man. 
Away with force and compulsion, with severity and 
the rod. 

John Locke, more than a hundred years afterwards, 
made a more powerful and 
systematic attack upon use- 
less knowledge. His theory 
of the origin of ideas led 
him to assign great import- 
ance to education, while his 
knowledge of the operations 
of the human mind lends a 
special value to his advice. 
His treatise has received in 
JOHN LOCKE, 1632-1704 England more attention 
than it deserves, partly because we have so few books 
written upon the subject on which he treats Part 
of his advice is useless at the present day ; part it 
would be well to follow, or at any rate to consider 
seriously, especially his condemnation of repetition 
by heart as a means of strengthening the memory, 
and of Latin verses and themes. 

He sets before himself the production of the man, 
a sound mind in a sound body. His knowledge of 
medicine gives great value to his advice on the earl- 
iest education, although he probably exaggerates the 
benefits of enforced hardships. He recommends 
home education without harshness or severity of 
discipline. Emulation is to be the chief spring of 
action; knowledge is far less valuable than a well- 
trained mind. He prizes that knowledge most which 



44 MILTON 

fits a man for the duties of the world, speaking lan- 
guages, accounts, history, law, logic, rhetoric, natural 
philosophy. He inculcates the importance of draw- 
ing, dancing, riding, fencing, and trades. 

The part of his advice which made the most im- 
pression upon his contemporaries was the teaching 
of reading and arithmetic by well-considered games, 
the discouragement of an undue compulsion and 
punishment, and the teaching of language without 
the drudgery of grammar. In these respects he has 
undoubtedly anticipated modern discoveries. He is 
a strong advocate for home education under a private 
tutor, and his bitterness against public schools is as 
vehement as that of Cowper. 

Far more important in the literature of this sub- 
ject than the treatise of 
Locke is the Tractate of 
EducatioTi^ by Milton, "the 
few observations," as he 
tells us, "which flowered 
off, and are, as it were, the 
burnishings of many studi- 
ous and contemplative 
years spent in search for 
civil and religious knowl- 
JOHX MILTON, 1608-1674 edge." This essay is ad- 
dressed to Samuel Hartlib, a great friend of Come- 
nius, and probably refers to a project of establishing 
a university in London. 

" I will point you out," Milton says, " the right path 
of a virtuous and noble education, — laborious, indeed, 

* School Room Classics, vi. A Small Tractate of Education, by John 
Milton, 16:26, 15 cts. Syracuse, N. Y., C. W. Bardeen. 




MILTON 45 

at first ascent, but else so smooth and green and full 
of goodly prospects and melodious sounds on every 
side, that the harp of Orpheus is not more charming." 
This is to be done between twelve and one-and-twenty, 
in an academy containing about a hundred and thirty 
scholars, which shall be at once school and univer- 
sity, — not needing a remove to any other house of 
scholarship except it be some peculiar college of 
law and physics, where they mean to be practitioners. 

The important truth enunciated is quite in the 
spirit of Comenius that the learning of things and 
words is to go hand in hand. The curriculum is 
very large. Latin, Greek, arithmetic, geometry, 
agriculture, geography, physiology, physics, trigo- 
nometry, fortification, architecture, engineering, 
navigation, anatomy, medicine, poetry, Italian, law, 
both Roman and English, Hebrew, with Chaldee and 
Syriac, history, oratory, poetics. 

But the scholars are not to be book-worms. They 
are to be trained for war, both on foot and on horse- 
back, to be practised "in all the locks and gripes of 
wrestling," they are to "recreate and compose their 
travailed spirits with the divine harmonies of music 
heard or learnt." " In those vernal seasons of the 
year when the air is calm and pleasant, it were an 
injury and a sullenness against Nature not to go out 
and see her riches, and partake in her rejoicing with 
heaven and earth. I should not then be a persuader 
to them of studying much then, after two or three 
years that they have well laid their grounds, but to 
ride out in companies with prudent and staid guides 
to all the quarters of the land." 



46 PORT ROYAL 

The whole treatise is full of wisdom, and deserves 
to be studied again and again. Visionary as it may 
appear to some at first sight, if translated into the 
language of our own day, it will be found to abound 
with sound, practical advice. " Only," Milton says in 
conclusion, " I believe that this is not a bow for every 
man to shoot who counts himself a teacher, but will 
require sinews almost equal to those which Homer 
gave Ulysses; yet I am persuaded that it may prove 
much more easy in the essay than it now seems at- a 
distance, and much more illustrious if God have so 
decided and this age have spirit and capacity enough 
to apprehend." 

Almost while Milton was writing this treatise, he 
might have seen an attempt to realize something of 
his ideal in Port Royal. What a charm does this 
name awaken ! Yet how few of us have made a pil- 
grimage to that secluded valley ! Here we find for 
the first time in the modern world the highest gifts 
of the greatest men of a country applied to the busi- 
ness of education. Arnauld, Lancelot, Nicole did 
not commence by being educational philosophers 
They began with a small school, and developed their 
method as they proceeded. Their success has seldom 
been surpassed. 

But a more lasting memorial than their pupils are 
the books which they sent out, which bear the name 
of their cloister. The Port Royal Logic, General 
Grammar, Greek, Latin, Italian, and Spanish Gram- 
mars, the Garden of Greek Roots which taught Greek 
to Gibbon, the Port Royal Geometry, and their trans- 
lations of the classics held the first place among 
school books for more than a century. 



FRANCKE 



47 



The success of the Jansenists was too much for the 
jealousy of the Jesuits. Neither piety, nor wit, nor 
virtue could save them. A light was quenched which 
would have given an entirely different direction to 
the education of France and of Europe. No one can 
visit without emotion that retired nook which lies 
hidden among the forests of Versailles, where the 
old brick dove-cot, the pillars of thjs church, the trees 
of the desert alone remain to speak to us of Pascal, 
Racine, and the Mere Angelique. 

The principles of Port Royal found some sup- 
porters in a later time, in 
the better days of French 
education before monarch- 
ism and militarism had 
crushed the life out of the 
nation. Rollin is never 
mentioned without the epi- 
thet don, a testimony to his 
wisdom, virtue and sim- 
plicity. Fenelon may be 
reckoned as belonging to 
the same school, but he was 
more fitted to mix and grap- 
ple with mankind. 

No history of education 
would be complete without 
the name of August Her- 
mann Francke, the founder 
of the school of Pietists, 
and of a number of institu- 
tions which now form al- 
ABP. FENELON, 1651-1715 niost a suburb in the town 




CHARLES ROLLIN, 1G61-1741 




48 



THE PIETISTS 




AUGUST HERMANN FRANCKE 
1663-1727 



of Halle to vvhich his labors were devoted. The 

first scenes of his activity 
v/ere Leipzig and Dresden ; 
but in 1692, at the age of 29, 
he was made pastor of 
Glaucha, near Halle, and 
professor in the 'newly es- 
tablished university. 

Three years later he com- 
menced liis poor school 
with a capital of seven 
guelders which he found in 
the poor box of his house. At his death in 1727 he 
left behind him the following institutions: — a paeda- 
gogium, or training college, with eighty-two scholars 
and seventy teachers receiving education, and attend- 
ants; the Latin school of the orphan asylum, with 
three inspectors, thirty-two teachers, four hundred 
scholars, and ten servants ; the German town schools, 
with four inspectors, ninety-eight teachers, eight 
female teachers, and one thousand seven hundred 
and twenty-five boys and girls. The establishment 
for orphan children contained one hundred boys, 
thirty-four girls, and ten attendants. A cheap public 
dining-table was attended by two hundred and fifty- 
five students and three hundred and sixty poor 
scholars, and besides this there was an apothecary's 
and a bookseller's shop. 

Francke's principles of education were strictly 
religious. Hebrew was included in his curriculum, 
but the heathen classics were treated with slight re- 
spect. The Homilies of Macarius were read in the 



ROUSSEAU 



49 



place of Thucydides. As might be expected, the 
rules laid down for discipline and moral training 
breathed a spirit of deep affection and sympathy. 

Francke's great merit, however, is to have left us 
a model of institutions by which children of all 
ranks may receive an education to fit them for any 
position in life. The Franckesche Stiftungen are 
still, next to the university, the centre of the intel- 
lectual life of Halle, and the different schools which 
they contain give instruction to 3,500 children. 

We now come to the book which has had more in- 
fluence than any other on the education of later 
times. The Ejnile of Rousseau was published in 

1762. It produced an as- 
tounding effect throughout 
Europe. Those were days 
when the whole cultivated 
world vibrated to any 
touch of new philosophy. 
French had superseded 
Latin as the general medi- 
um of thought. French 
learning stood in the same 
relation to the rest of Eu- 
rope as German learning does now : and any dis- 
covery of D'Alembert, Rousseau, or Maupertuis 
travelled with inconceivable speed from Versailles 
to Schonbrunn, from the Spree to the Neva. Kant 
in his distant home of Konigsberg broke for one day 
through his habits, more regular than tlie town clock, 
.and staid at home to study the new revelation. 




JEAN JACQUES ROUSSEAl- 

1713-1778 



50 ROUSSEAU 

The burthen of Rousseau's message was nalure, 
such a nature as never did and never will exist, but 
still a name for an ideal worthy of our struggles. 
He revolted against the false civilization which he 
saw around him ; he was penetrated with sorrow at 
the shams of government and society, at the misery 
of the poor existing side by side with the heartless- 
ness of the rich. The child should be the pupil of 
nature. 

He lays great stress on the earliest education. The 
first year of life is in every respect the most impor- 
tant. Nature must be closely followed. The child's 
tears are petitions which should be granted. The 
naughtiness of children comes from weakness ; make 
the child strong and he will be good. Children's 
destructiveness is a form of activity. Do not be too 
anxious to make children talk ; be satisfied with a 
small vocabulary. Lay aside all padded caps and 
baby jumpers. Let children learn to walk by learn- 
ing that it hurts them to fall. Do not insist so much 
on the duty of obedience as on the necessity of sub- 
mission to natural laws. Do not argue too much 
with children; educate the heart to wish for right 
actions ; before all things study nature. The chief 
moral principle is do no one harm. 

Emile is to be taught by the real things of life, by 
observation and experience. At twelve years old he 
is scarcely to know what a book is; to be able to 
read and write at fifteen is quite enough. We must 
first make him a man, and that chiefly by athletic 
exercises. Educate his sight to measure, count, and 



THE EMILE 



51 



weight accurately ; teach him to draw; tune his ear 
to time and harmony; give him simple food, but let 
him eat as much as he likes. Thus at twelve years 
old Emile is a real child of nature. His carriage and 
bearing are fair and confident^ his nature open and 
candid, his speech simple and to the point ; his ideas 
are few but clear; he knows nothing by learning, 
much by experience. He has read deeply in the 
book of nature. His mind is not on his tongue but 
in his head. He speaks only one language, but 
knows what he is saying, and can do what he cannot 
describe. Routine and custom are unknown to him ; 
authority and example affect him not : he does what 
he thinks right. He understands nothing of duty 
and obedience, but he will do what you ask him, and 
will expect a similar service of you in return. His 
strength and body are fully developed ; he is first- 
rate at running, jumping, and judging distances. 
Should he die at this age he will so far have lived 
his life. 

From twelve to fifteen Emile's practical education 
is to continue. He is still to avoid books which 
teach not learning itself but to appear learned. He 
is to be taught and to practise some handicraft. Half 
the value of education is to waste time wisely, to 
tide over dangerous years with safety, until the 
character is better able to stand temptation. 

At fifteen a new epoch commences. The passions 
are awakened; the care of the teacher should now 
redouble; he should never leave the helm. Emile 
liaving gradually acquired the love of himself and of 



52 ROUSSEAU 

those immediately about him, will begin to love his 
kind. Now is the time to teach him history, and the 
machinery of society, the world as it is and as it 
might be. Still an encumbrance of useless and bur- 
densome knowledge is to be avoided. Between this 
age and manhood Emile learns all that it is necessary 
for him to know. 

It is, perhaps, strange that a book in many respects 
so wild and fantastic should have produced so great 
a practical effect. In pursuance of its precepts, 
children went about naked, were not allowed to read, 
and when they grew up wore the simplest clothes, 
and cared for little learning except the study of 
nature and Plutarch. 

The catastrophe of the French Revolution has 
made the importance of Emile less apparent to us. 
Much of the heroism of that time is doubtless due to 
the exaltation produced by the sweeping away of 
abuses, and the approach of a brighter age. But we 
must not forget that the first generation of Emile 
was just thirty years old in 1792 ; that many of the 
Girondins, the Marseillais, the soldiers and generals 
of Carnot and Napoleon had been bred in that hardy 
school. There is no more interesting chapter in the 
history of education than the tracing back of epochs 
of special activity to the obscure source from which 
they arose. Thus the Whigs of the Reform Bill 
sprang from the wits of Edinburgh, the heroes of the 
Rebellion from the divines who translated the Bible, 
the martyrs of the Revolution from the philosophers 
of the Encyclopaedia. 



BASEDOW 



=;: 




f johann;bernaiid Basedow 

1723-1790 



The teaching of Rousseau found its practical 
expression in the philan- 
thropin of Dessau, a school 
founded by Basedow, the 
friend of Goethe and La- 
vater, one of the two 
prophets between whom 
the wOrld-child sat bodkin 
in that memorable post- 
chaise journey of which 
Goethe has left us an ac- 
count. The principles of 
the teaching given in this establishment were very 
much those of Comenius, the combination of w^ords 
and things. 

An amusing account of the instruction given in 
this school, which at this time consisted of only 
thirteen pupils, has come down to us, a translation 
of which is given in the excellent work of Mr. Quick 
on educational reformers*. The little ones have 
gone through the oddest performances. They play 
at "word of command ". Eight or ten stand in line 
like soldiers, and Herr Wolke is officer. He gives 
the word in Latin, and they must do whatever he 
says. For instance when he says *' Claudite oculos ", 
they all shut their eyes; when he says '^ Circum- 
j/)iV/V^ ", they look about them; '' Iiuitamini sutorem'\ 
they draw their vyaxed thread like cobblers. Herr 
Wolke gives a thousand different commands in the 
drollest fashion. 

Another game, " the hiding game ", may also be 
described. Some one writes a name and hides it 



Pp. 193-197 of the Reading Circle edition, Syracuse, N. Y 



54 



BASEDOW S PHILAXTHROPIX 



from the children, the name of some part of the body, 
or of a plant or animal, or metal, and the children 
guess what it is. Whoever guesses right gets an 
apple or a piece of cake; one of the visitors wrote 
" intestina ", and told the children it was part of the 
body. Then the guessing began ; one guessed caput, 
another nasus^ another os^ another manus, pes, digiti, 
pectus, and so forth for a long time, but one of them 
hits it at last. 

Next Herr Wolke wrote the name of a beast or 
quadruped, then came the guesses, leo, ursus, camelus, 
elephas, and so on, till one guessed right it was mus. 
Then a town was written, and they guessed Lisbon, 
Madrid, Paris, London, till a child won with St. 
Petersburg. 

They had another game which was this. Herr 
Wolke gave the command in Latin, and they imitated 
the noises of different animals, and made the visitors 
laugh till they were tired. They roared like lions, 
crowed like cocks, mewed like cats, just as they 
were bid. 

Yet Kant found a great deal to praise in this school, 
and spoke of its influence 
as one of the best hopes of 
the future, and as " the only 
school where the teachers 
had liberty to act according 
to their own methods and 
schemes, and where they 
were in free communication 
both among themselves and 
iMMA^UEL KANT, 175^4-1804 With all' learned men 
throughout Germany." 




PESTALOZZl 55 

A more successful laborer in the same school was 
Salzmann, who bought the property of Schnepfenthal, 
near Gotha, in 1784, and established a school there, 
which still exists as a flourishing institution. He 
gave full scope to the doctrines of the philanthropists ; 
the limits of learning were enlarged; study became 
a pleasure instead of a pain ; scope was given for 
healthy exercise ; the school beGame light, airy, and 
cheerful. A charge of superficiality and weakness 
was brought against this method of instruction ; but 
the gratitude which our generation of teachers owes 
to the unbounded love and faith of these devoted 
men cannot be denied or refused. 

The end of the 18th century saw a great develop- 
ment given to classical studies. The names of Cel- 
larius, Gesner, Ernesti, and Heyne are perhaps more 
celebrated as scholars than as schoolmasters. To 
them we owe the great importance attached to the 
study of the classics, both on the Continent and in 
England. They brought into the schools the phil- 
ology which F. A. Wolfe had organized for the uni- 
versities. 

Pestalozzi, on the other hand, was completely and 
entirely devoted to education. His greatest merit 
is that he set an example of absolute self-abnegation ; 
that he lived with his pupils, played, starved, and 
suffered with them ; and clung to their minds and 
hearts with an affectionate sympathy which revealed 
to him every minute difference of character and dis- 
position. 

Pestalozzi was born at Zurich in 1746. His father 




JOHANN HEI>;KICH PESTALoZZI, 1:40 ]fc-^l 



PESTALOZZI 




Rudenplatz, Zurich. The middle house was Pestalozzi's birthplace. 

died when he was young, and he was brought up by 
his mother. His earliest years were spent in schemes 
for improving the condition of the people. The 
death of his friend Bluntschli turned him from politi-^ 
cal schemes, and induced him to devote himself to 
education. He married at 23, and bought a piece of 
waste land in Aargau, where he attempted the culti- 
vation of madder. Pestalozzi knew nothing of bus- 
iness, and the plan failed. Before this he had opened 
his farm-house as a school; but in 1780 he had to 
give this up also. 

His first book published at this time was The Even- 
ing Hours of a Hermit^ a series of aphorisms and 
reflections. This was followed by his masterpiece, 
Leonard and Gertrude, an account of the gradual 



i8 



PESTALOZZl S SCHOOL AT STANZ 



reformation, first of a household, and then of a whole 
village, by the efforts of a good and devoted woman. 
It was read with avidity in Germany, and the name 
of Pestalozzi was rescued from obscurity. His 
attempts to follow up his first literary success were 
failures. 

The French invasion of Switzerland in 1798 brought 
into relief his truly heroic character. A number of 
children were left in Canton Unterwalden on the 
shores of the Lake of Luzerne without parents, home, 




STANZ 

food, or shelter. Pestalozzi collected a number of 
them into a deserted convent, and spent his energies 
in reclaiming them. 

''I was," he says, "from morning till evening, 
almost alone in their midst. Everything which was 



6o PESTALOZZI'S SCHOOL AT STANZ 

done for their body or soul proceeded from my 
hand. Every assistance, every help in time of need, 
every teaching which they received came immediatly 
from me. My hand lay in their hand, my eye rested 
on their eye, my tears flowed with theirs, and my 
laughter accompanied theirs. They were out of the 
world, they were out of Stanz ; they were with me, 
and I was with them. Tlieir soup was mine; their 
drink was mine. I had nothing; I had no house- 
keeper, no friend, no servants around me; I had 
them alone. Were they well I stood in their midst ; 
were they ill, I was at their side. I slept in the 
middle of them. I was the last who went to bed at 
night, the first who rose in the morning. Even in 
bed I prayed and taught with them until they were 
asleep, — they wished it to be so." Thus he passed 
the w^inter; but in June, 1799, the building was 
required by the Frencii for a hospital, and the chil- 
dren were dispersed. 

We have dwelt especially on this episode of Pesta- 
lozzi's life, because in this devotion lay his strength. 
In 1801 he gave an exposition of his ideas on educa- 
tion in the book How Gertrude teaches her Children^. 
His method is to proceed from the easier to the more 
difficult — to begin with observation, to pass from 
observation to consciousness, from consciousness to 
speech. Then come measuring, drawing, writing, 
numbers, and so reckoning. 

•How Gertrude teaches her Children An attempt to help mothers to 
teach their own cliildren. and an account of the method. A report to the 
Society of the Friends of Education, Burffdorf. by Johann Heinrich Pesta- 
lozzi. Translated by Lucy E. Holland and Frances E. Turner, and edited, 
with introduction and notes, by Ebenezer Cooke. l-i:308, $L50. Syracuse, 
N. Y., C. W. Bardeen. 1894. 



AT BURGDORF AND V VERDUN 6l 

In 1799 he had been enabled to establish a school 




BURGDORF 

at Burgdorf, where he remained till 1804. In 1802, 
he went as deputy to Paris, and did his best to inter- 
est Napoleon in a scheme of national education ; but 
the great conqueror said that he could not trouble 
himself about the alphabet. 

In 1805 ^"^^ removed to Yverdun on the Lake of 
Neufchatel, and for twenty years worked steadily at 
his task. He was visited by all who took interest 
in education — Talleyrand, Capo d'Istria, and Madame 
de Stael. He was praised by Wilhelm von Hum- 
boldt and by Fichte. His pupils included Ramsauer, 
Delbruck, Blochmann, Carl Ritter, Froebel, and 
Zeller. 



62 



PESTALOZZl S SCHOOL AT YVERDUN 



^Sff^7:::^?^'V.: 



■i^%-'0i-- 



riBfe^fltftfc 


1^ 


^w«'3;- 






^^^P^P 


nil 


^g 


i 


^^^ 



V VERDI' N 



About 1815 dissensensions broke out among the 
teachers of the school, and 
Pestalozzi's last ten years 
were chequered by weari- 
ness and sorrow. In 1825 
he retired to Neuhof, the 
home of his youth; and 
after writing the adventures 
of his life, and his last work, 
the Swan's Song^ he died in 
1827. 

As he said himself, the 
real work of his life did not 
lie in Burgdorf or in Yverdun, the products rather 




JOHANN GOTTLIEB FICHTE 

1762-1814 



I" 




64 



PESTALOZZI S WORK 



of his weakness than of his strength. It lay in the 
principles of education which he practised, the devel- 
opment of his observation, the training of the whole 
man, the sympathetic application of the teacher 
to the taught, of which he left an example in his six 
months' labors at Stanz. He showed what truth 
tliere was in the principles of Comenius and Rous- 
seau, in the union of training with information, and 
the submissive following of nature; he has had the 




The Sclioolhouse at Birr, with Pestalozzi's Memorial 



deepest effect on all branches of education since 
his time, and his influence is far from being ex- 
hausted. 







r. 



statue In Pestalozzi Square, Yverdun. Inscription : '' To Pesta- 

lozzl, 1746-18;:J7. Tills monument was erected by 

popular subscription in 1890." 



66 



GERMAN WRITERS 




ARTHUK SCFI0P£>;HAUER, 

1788-1860 



The Einile of Rousseau was the point of departure 
for an awakened interest in 
educational theories which 
has continued unto the 
present day. Few thinkers 
of eminence during the 
last hundred years have 
failed to offer their contri- 
butions more or less direct- 
ly on this subject. Poets 
like Richter, Herder and 
Goethe, philosophers such 
as Kant^ Fichte, Hegel, Schleiermacher and Schopen- 
hauer, psychologists such as Herbart and Beneke, 
have left directions fgr our guidance. 

Indeed, during this time the science of education, 
or paedagogics, as the Ger- 
mans call it, may have been 
said to have come into ex- 
istence. It has attracted 
but little attention in Eng- 
land ; but it is an impor- 
tant subject of study at all 
German universities, and 
we may hope that the ex- 

JOHANNFRIEDRICH HERBART ^"^Pl^ ^^^'^^ ^^ ^^e estab- 

i776-i&ii lishment of chairs of educa- 

tion in the Scotch universities may soon be followed 
by the other great centres of instruction in Great 
Britain. 




JEAN PAUL, AND GOETHE 



^r 



^' 



\ 




JOHANN PAUL FRIEDRICH 
RICHTER, 1763-1825 



Jean Paul called his book Levana after the Roman 
goddess to whom the father 
dedicated his new-born 
child, in token that he in- 
tended to rear it to man- 
hood. He lays great stress 
on the preservation of indi- 
viduality of character, a 
merit which he possessed 
himself in so high a degree. 
The second part of Wil- 
helm Meister is in the main 
a treatise upon education. The essays of Carlyle 
have made us familiar with the mysteries of the 
paedagogic province, the solemn gestures of the 
three reverences, the^long cloisters which contain 
the history of God's dealings with the human race. 
The most characteristic passage is that which de- 
scribes the father's return 
to the country of educa- 
tion after a year's absence. 
As he is riding alone, 
wondering in what guise 
he will meet his son, a 
multitude of horses rush 
by at full gallop. "The 
monstrous hurly-burly 
whirls past the wanderer; 

JOHANN WOLFGANG von GOETHE ^ ^^^^ ^^^ among the keep- 
1749-1832 ers looks at him in sur- 

prise, pulls in, leaps down, and embraces his father." 
He then learns that an agricultural life had not suited 
his son, that the superiors had discovered that he 




68 



JACOTOT 




was fond of animals, and had set him to that occupa- 
tion for which nature had destined him. 

The system of Jacotot has aroused 'great interest 
in this country. Its author 
was born at Dijon in 1770. 
In 1815 he retired to Lou- 
vain and became professor 
there, and director of the 
Belgian military school. 
He died in 1840. H i s 
method of teaching is based 
on three principles: 

I. All men have an equal 
JOSEPH JACOTOT, 1770-1840 intelligence. 

2. Every man has received from God the faculty 
of being able to instruct himself. 

3. Every thing is in every thing. 

The first of these principles is certainly wrong, 
although Jacotot tried to explain it by asserting that, 
although men had the same intelligence, they differed 
widely in the will to make use of it. Still it is im- 
portant to assert that nearly all men are capable of 
receiving some intellectual education, provided the 
studies to which they are directed are wide enough 
to engage their faculties, and the means taken to 
interest them are sufficiently ingenious. The second 
principle lays down that it is more necessary to stim- 
ulate the pupil to learn for himself, than to teach 
him didactically. 

The third principle explains the process which 
Jacotot adopted. To one learning a language for 
the first time he would give a short passage of a few 
lines, and encourage the pupil to study first the 
words, then the letters, then the grammar, then the 



THE MONITORIAL SYSTEM 



69 



full meaning of the expressions, until by iteration 
and accretion a single paragraph took the place of 
an entire literature. Much may be effected by this 
method in the hands of a skilful teacher, but a char- 
latan might make it an excuse for ignorance and 
neglect. 

Among those who have improved the methods of 

teaching, we must mention 
Bell and Lancaster, the 
joint discoverers of the 
method of mutual instruc- 
tion, which, if it has not 
effected everything which 
its founders expected of it, 
has produced the system of 
pupil-teachers which is 
common in our schools. 
Froebel also deserves an 
honorable place as the founder of the Kindergarten, a 

means of teaching young 

^j ^^ ^SK^Hkk •• children by playing and 

.# Hi w ,^ amusement. His plans, 

\ which have a far wider sig- 
I nificance than this limited 
f development of them, are 
^ likely to be fruitful of re- 
sults to future workers. 

The last English writers 
on education are Mr. Her- 
TJOSEPH LANCASTER, 1778-1838 ^ert Spencer and Mr. Alex- 

ander Bain, the study of whose writings will land us 
in those regions of pedagogics|which have been most 
recently explored. 




ANDREW ^ELL, 1753-1833 





70 



HERBERT SPENCER 




HERBERT SPENCER, 1820- 



We need not follow Mr. Spencer into his defence 
of science as the worthiest 
object of study, or in his 
rules for moral and physi- 
cal training, except to say 
they are sound and practi- 
cal. In writing of intel- 
lectual education, he insists 
that we shall attain the best 
results by closely studying 
the development of the 
mind, and availing our- 
selves of the whole amount of force which nature 
puts at our disposal. The mind of every being is 
naturally active and vigorous, indeed it is never at 
rest. But for its healthy growth it must have some- 
thing to work upon, and, therefore, the teacher must 
watch its movements with the most sympathetic 
care, in order to supply exactly that food which it 
requires at any particular time. In this way a much 
larger cycle of attainments can be compassed than 
by the adoption of any programme or curriculum, 
however carefully drawn up. 

It is no good to teach what is not remembered; 
the strength of memory depends on attention, and 
attention depends upon interest. To teach without 
interest is to work like Sisyphus and the Danaides. 
Arouse interest if you can, rather by high means 
than by low means. But it is a saving of power to 
make use of interest which you have already exist- 
ing, and which, unless dried up or distorted by inju- 
dicious violence, will naturally lead the mind into 
all the knowledge which it is capable of receiving. 



ALEXANDER BAIN '] \ 

Therefore, never from the first force a child's atten- 
tion ; leave off a study the moment it becomes weari- 
some, never let a child do what it does not like, only 
take care that when its liking is in activity a choice 
of good as well as evil shall be given to it. 

Mr. Bain's writings on education, which are con- 
tained in some articles in the Fo7-t?iightly Revieiv^ and 
in two articles in Mind{Nos. v. atid vii.) are extremely 
valuable. Perhaps the most interesting part of them 
consists in his showing how what may be called the 
"correlation of forces in man " helps us to a right 
education. From this we learn that emotion may be 
transformed into intellect, that sensation may exhaust 
the brain as much as thought, and we may infer that 
the chief duty of the schoolmaster is to stimulate the 
powers of each brain under his charge to the fullest 
activity, and to apportion them in that ratio which 
will best conduce to the most complete and harmon- 
ious development of the individual. 

It seems to follow from this sketch of the history 
of education that, in spite of the great advances which 
have been made of late years, the science of educa- 
tion is still far in advance of the art. Schoolmasters 
are still spending their best energies in teaching sub- 
jects which have been universally condemned by 
educational reformers for the last two hundred years. 
The education of every public school is a farrago of 
rules, principles, and customs derived from every age 
of teaching, from the most modern to the most re- 
mote. It is plain that the science and art of teach- 
ing will never be established on a firm basis until it 
is organized on the model of the sister art of medi- 
cine. We must pursue the patient methods of 
induction by which other sciences have reached the 



72 



HISTORIES OK EDUCATION 



Stature of maturity ; we must discover some means 
of registering and tabulating results ; we must invent 
a phraseology and nomenclature which will enable 
results to be accurately recorded; we must place 
education in its proper position among the sciences 
of observation. A philosopher who should succeed 
in doing this would be venerated by future ages as 
the creator of the art of teaching. 

It only remains now to give some account of the 
very large literature of the subject. 

The history of education was not investigated till 
the beginning of the present century, and since then 
little original research has been made except by 
Germans. Whilst acknowledging our great obliga- 
tions to the German historians, we cannot but regret 
that all the investigations have belonged to the same 
nation. For instance, one of the best treatises on 
education written in the T6th century is Mulcaster's 
Positions, which has never been reprinted, and is now 
a literary curiosity. 

Mangelsdorf and Ruhkopf attempted histories of 

education at the end of the 

last century, but the first 

work of note was F. H. Ch. 

Schwarz's Geschichte d. Ei- 

ziehung (1813). A. H. Nie- 

meyer, a very influential 

writer, was one of the first 

to insist on the importance 

of making use of all that 

has been handed down to 

AUGUST HERMANN NiEMEYER, US, and with this practical 

1754-1828 object in view he has given 

us an Ueberblick der allgemeinen Geschichte der Erziehung, 




VON RAUMER AND SCHMIDT 



7? 




KARL GEORG yon RAUMER 
1783-1865 



Other writers followed ; but from the time of its 
appearance till within the 
last few years, by far the 
most readable and the most 
read work on the history of 
education was that of Karl 
von Raumer. Raumer, how- 
ever, is'too chatty and too 
religious to pass for ^^ wis- 
se7ischaftlich ", and the stand- 
ard history is now that of 
Karl Schmidt. The Roman 
Catholics have not been content to adopt the works 
of Protestants, but have histories of their own. 
These are the very pleasing sketches of L. Kellner 
and the somewhat larger history by Stoeckl. 

When we come to writers who have produced 
sketches or shorter histories, we find the list in Ger- 
many a very long one. Among the best books of 
this kind are Fried. Dittes's Geschichte and Drose's 
Pddagogische Characterbilder. An account of this lit- 
erature will be found in J. Chr. G. Schurmann's 
paper among the Pddagogische Studien, edited by Dr. 
Reiss. 

For biographies the psedagogic cyclopaedias may be 
consulted, of which the first is the Encyclopadie des: 
gisammten Erzuhungswesens of K. A. Schmid, a great 
work in II or 12 vols, not yet completed, although 
the second edition of the early vols, is already an- 
nounced. The Roman Catholics have also begun a 



74 HISTORIES OF EDUCATION 

large encyclopaedia edited by Rolfus and Pfister. 
No similar work has been published in France, but 
a Cyclopcedia of Education in one volume has lately 
been issued in New York (Steiger, — the editors are 
Kiddle and Schem), and in this there are articles by 
English as well as American writers*. In French the 
Esquisse d'lm systeine complet d' Educatio?i^ by Th. Fritz 
{Strasburg, 1841), has a sketch of the history, which 
as a sketch is worth notice. Jules Paroz has written 
a useful little Histoire which would have been more 
valuable if it had been longer. 

In English, though we have no investigators of the 
history of education, we have a fairly large literature 
on the subject, but it belongs almost exclusively to 
the United States. The great work of Henry Bar- 
nard, the Avierica7i Journal 
of Education^ in 25 vols., has 
valuable papers on almost 
every part of our subject, 
many of them translated 
from the German, but there 
are also original papers on 
our old English educational 
writers and extracts from 
their works. This is by far 
HENRY BARNARD, 1811- the most Valuable work in 
our language on the history of education. 

* A more recent publication is *' Sonnenschein's Cyclopaedia of Educa- 
tion: a handbook on all subjects connected with education (its history, 
theory, and practice) comprising articles by eminent educational specialists. 
The whole arranged and edited by Alfred Ewen Fletcher." 8:560, $3.75. 
Syracuse, N. Y., C. W. Bardeen, 1889. 





EGBERT HEBEKT QUICK, 
1831-1891 



BARNARD, QUICK, PAYNE 75 

The small volumes published in America with the 
title of "History of Educa- 
tion " do not deserve notice. 
In England may be men- 
tioned the article on educa- 
tion by Mr. James Mill, pub- 
lished in the early editions of 
the Encfdopcedia Britannica^ 
and R. H. Quick's most ex- 
cellent Essays on Educational 
-^^y^ rw<? ri", published in 
1868*. Since then Mr. 
Leitch of Glasgow has issued a volume called F^-ac- 
tical Educationists^ which deals with English and 
Scotch reformers, as well as with Comenius and 
Pestalozzi. Now that professorships of education 
have been established we may hope for some original 
research. The first professor appointed was the late 
Joseph Payne, a name well-known to those among 
us who have studied the theory of education. The 
professorship was started by the College of Precep- 
tors. At Edinburgh and at St. Andrews professors 
have since been elected by the Bell Trustees. 

Valuable reports as to the state of education in 
the various countries that possess a national system 
were presented to the English schools Inquiry Com- 
mission in 1867 and 1868, by inspectors specially 

•Essays on Educational Reformers by Robert Hebert Quick. Reading 
Circle Edition, with Notes and Illustrations. 16:420, $1.00. Syracuse, N. Y., 
1896. C. W. Bardeen. 



76 



REPORTS ON EDUCATION 



appointed to investigate the subject. The reports 

on the Common School 
System of the United States 
and Canada, by the Rev. 
James Fraser, on the Burgh 
Schools in Scotland by D. 
R. Fearon, and on Second- 
ary Education in France, 
Germany, Switzerland and 
Italy, by Matthew Arnold, 
are included in Parliament- 
MATTHEw ARNOLD, 1822-1895 ary Papers [3857], 1867, 

and [3966 v.], 1868. (o. b.) 




NOTES AND REFERENCES 



General Sources of Information 
Schmidt and Raumer are the great authorities on 
the history of education. Copious translations from 
Raumer are contained in Barnard's America?i yoiir- 
nal of Education, and the portions relating to Ger- 
man education are collected in Barnard's Germa?i 
Teachers and Educators. 

Paroz's Histoire Universelle is elegantly written, 
and contains, within a moderate compass, an admir- 
able summary of educational history. 

For the study of special topics, Mr. Quick's Edu- 
cational Reformers Q,2LViViO\. be too highly recommended. 
Mr. Leitch writes with much less critical discern- 
ment, and some of his subjects are of minor impor- 
tance, but his work may be read with great profit. 

As a critical history of educational doctrines, the 
work of Compayre is of incomparable value. Though 
he is occupied chiefly with French pedagogy, he dis- 
cusses almost every aspect of the educational prob- 
lem, and always with great penetration and clear- 
ness. 

Williams's History of Modern Education is the most 
recent work, and particularly adapted to American 
schools. 

(77) 



78 appendix 

The Reform in Education 

The Reformation marks the further limit of the 
modern period of educational history ; and these be- 
ginnings of educational reform deserve very careful 
stitdy. The compilation of Souquet, and particular- 
ly his introduction, will be found very helpful. 
Schmidt, Raumer, Compayre, and Paroz will supply 
an abundance of material bearing on this topic. For 
a study of the recognized educational reformers, the 
works of Mr. Quick and Mr. Barnard are invaluable. 

Rousseau and his Emile 
With the progress of educational science, the in- 
fluence of Rousseau is perceptibly and steadily 
growing, and a careful study of the Emile is becom- 
ing imperative. This study may now be conven- 
iently prosecuted at first hand through the compila- 
tion just made by Souquet. The fairest estimate of 
Rousseau that I have yet seen, is contained in the 
second volume of Compayre. 

Joseph Payne 
By far the most valuable of recent contributions 
to educational literature from English sources, is 
Joseph Payne's Lectures^ edited by his son, and con- 
taining an introduction by Mr. Quick. Mr. Payne 
was a disciple of Jacotot, and in this volume he 
gives an admirable exposition of his master's sys- 
tem. Outside of England, the doctrines of Jacotot 
enjoy but little consideration; but there are very 
few modern writers on education who are more 
worthy of serious study. Each of his paradoxes em- 
bodies a doctrine worth the knowing. 



notes and references 79 

The Old Education and the New 
In studying the later developments of educational 
thought, it is essential to keep in mind the fact that 
they embody a reaction against antagonistic doc- 
trines; and the further fact that '^the suppression of 
an error is commonly followed by the temporary as- 
cendancy of a contrary one ". There are sharp 
points of contrast between the old education and the 
new. Each has a measure of truth and a measure of 
error; each is right in what it admits and wrong in 
what it denies ; and so each is in a great degree the 
complement of the other. The truth will be found 
to lie somewhere between the two extremes. 

Pestalozzi 
No just and adequate estimate of Pestalozzi's in- 
fluence can be formed unless his doctrines are con- 
trasted with those that he sought to supplant. We 
are living in the midst of transformations that have 
been wrought through the influence of Pestalozzian- 
ism; and so the present does not furnish the criteria 
by which to estimate the importance of this innova- 
tion in educational thought. 

Every new Phase in Education embodies 
an Idea. 

No new movement in education can be adequately 
interpreted without taking into account the cognate 
phases of thought, social, political, philosophical, 
and religious, with which it co-existed. Some dom- 
inant idea will be found to underlie every system of 
educational doctrine. When the principle of au- 
thority was dominant in church and state, it was 



8o APPENDIX 

also dominant in the schools, and prescribed its 
methods of discipline and of instruction; and the 
decline of authority in church and state has induced 
a corresponding change in the methods of the school. 
The philosophical idea that is dominant in the new- 
education is that of development; and in this 
country when the professional teacher must count 
with his constituents, there is the concurrent and 
modifying idea of utility. 

Need of a General History of Educational 
Doctrines 

The construction of a general history of education, 
for the express purpose of tracing the rise and prog- 
ress of all the marked phases of educational thought, 
and characterized by the critical discernment that 
gives such charm and value to the work of Com- 
payre, is a thing greatly to be desired at this time 
when questions of school policy are beginning to be 
discussed on a scientific basis. 

Buisson's Dictionnaire de la Pedagogic 

Buisson's Dictioniiare de la Pedagogic is on all ac- 
counts the most valuable book of reference that can 
be commended to the professional teacher. Scarcely 
any other book will be required to supplement this 
short history of education, so complete is its treat- 
ment of historical and biographical subjects. 

In English, the latest general compilation is Son- 
nenschein's Cyclopaedia of Education, the American 
edition of which is published by C. W. Bardeen, 
Syracuse, N. Y. 



COMENIUS 



COMENIUS 



COMPARATIVE TABLE OF DATES 



Erasmus .1467-1536 Rousseau 1712-1778 

Luther 1483-1546 Diderot 1713-1784 

Sturm 1507-1589 Condillac 1715-1780 

Ascbain 1515-1568 Basedow 1723-1790 

Ramus 1515-15T2 Kant 1724-1804 

Montaigne ..1533-1592 Pestalozzi 1746-1827 

Bacon 1561-1626 Jacotot 1770-1840 

Ratke 1571-1635 Fellenberg 1771-1844 

CoMENius 1592-1671 Froebel 1782-1852 

Descartef 1596-1650 Diesterweg 1790-1866 

Mil ton 1608-1674 Cousin 1792-1867 

Locke 1632-1704 Beneke 1798-1856 

Francke 1663-1727 Spencer 1820 

OUTLINE BIOGRAPHY 



1592. Born at Nivnitz, a village of Moravia, on the 
confines of Hungary ; early an orphan ; began 
his education at the age of 16. 

1610. Went to the Universities of Herborn and Hei- 
delberg; then travelled for ten years in Hol- 
land and perhaps in England. 

1614. Returned to Bohemia and became director off 
the school in Prerau, where he published his> 
first work, Grainmaticae Facilioris Fraecepia. 

(83) 



84 APPENDIX 

1618. Became pastor of the Bohemian Brethren in 
Fulneck. 

1621. By the sack of Fulneck, lost his property, 
books, and MS.; and for several years was a 
refugee from religious persecution. 

1627. By the Edict of July 31, followed the Mora- 
vians into permanent banishment and took 
refuge in Lissa Poland, where he wrote his 
yanua Li/tgnarum Reserata. 

1641. Went to London by the invitation of Parlia- 
ment, at the instance of Samuel Hartlib (the 
friend of Milton), who, in 1631, had published 
at Oxford a part of the Didactic a Magna. 

1642. Went on an educational mission into Sweden, 
and thence to Elbing, Prussia. 

1648. Made Bishop of the Moravians and took up 
his residence again in Lissa. 

1650. Went to Patak, Hungary, to establish a model 
school on the principles of his Pansophia. 
While in Patak he wrote the most popular of 
his works, the Orbis Sensualiufii Pictus. On 
leaving Patak he returned to Lissa. 

1656. On the burning of Lissa by the Polish Catho- 
lics, took refuge in Amsterdam. 
167 [. November 15, died at Amsterdam. 

APPRECIATION 



"The system which he sketched will be found to 
foreshadow the education of the future." 



COMENIUS 85 

"He was one of the first advocates of the teaching 
of science in schools." 

'' His kindness, gentleness, and sympathy, make 
him the forerunner of Pestalozzi." — EncycL Brit. 

"Comenius founded nothing durable and distinc- 
tive ; he was but an admirable precursor. His work 
had to be again taken up, continued and perfected, 
by the educators of the following century, the most 
of whom did not know him — so soon was he forgot- 
ten — and who followed in his foot-steps, like Rous- 
seau and Pestalozzi, without suspecting it." — Buis- 

SON. 

''A Protestant grammarian and theologian; was 
a mad-man, but from this mad man we have a book 
entitled 'yanua LinguaniDi Reseiata, which was trans- 
lated not only into twelve European languages, but 
also into the principal languages of Asia." — Enc, 
Methodique. 

"Of boundless generosity and intelligence, he 
embraced all knowledge and every nationality. 
Through every country — Poland, Hungary, Sweden, 
England, Holland — he went teaching, first Peace, 
and then the means of peace — Universal Fraternity. 
He wrote a hundred works, taught in a hundred 
cities. Sooner or later, the scattered members of 
this great man, that he left upon every route, will be 
reunited. " — MicJielet. 

" As a school reformer he was the forerunner of 
Rousseau, Basedow, and Pestalozzi, suggested a 
mode of instruction which renders learning attract- 
ive to children by pictures and illustrations, and 



86 APPENDIX 

wrote the first pictorial school-book." — New Amer, 
Cycl. 

'• Comenius is a grand and venerable figure of 
sorrow. Wandering, persecuted, and homeless, 
during the terrible and desolating thirty years' war, 
he never despaired ; but with enduring and faithful 
truth, labored unweariedly to prepare youth, by a 
better education, for a better future. His uhdes- 
pairing aspirations seem to have lifted up, in a large 
part of Europe, many good men, prostrated by the 
terrors of the times, and to have inspired them with 
the hope that by a pious and wise system of educa- 
tion, there would be reared up a race of men more 
pleasing to God." — Rauiiier. 



BIBLIOGRAPHY 

I 

SOURCES OF INFORMATION 

1. Cyclopaedia of Education". C. W. Bardeen, 
Syracuse, 1889. 

2. Buisson's Dictioiinaire de Pedagogic et d'ln- 
struction Primaire. ire Partie. Paris, 1887. 

3. Quick's Essays on Educational Reformers, 
Chapter VII. Syracuse, 1896. 

4. Histoire Critique des Doctrines de L'Education 
en France. Par G. Compayre. Paris, 1879. Tome 
Premier, pp. 256-263. 

q. Michelet. Nos Fils. Paris, 1877. 

6. Jules Paroz. Histoire Universelle de la Peda- 
gogic. Paris, pp. 203-216. 

7. Karl Schmidt, Geschichte der Padagogik. Co- 
then. 1873-1876. pp. 366-398, Dritter Band. 

8. Karl von Raumer, Geschichte der Padagogik, 
Stuttgart. 1857. pp. 48-100, Zweiter Theil. 

9. Barnard's American Journal of Education. Vol. 
v., pp. 257-298. [A translation of No. 8.] Also 
Vol. VI, p. 585. [On the Orbis Fictus,] 

10. Bayle's Historical and Critical Dictionary. 
London, 1735. 

(87) 



88 APPENDIX 

11. Carpzov. Religionsuntersuchiing der Boli- 
mischen und Mahrischen Brlider. 

12. Gindely. Ueber des J. A. Comenius' Leben 
und Wirksamkeit in der Fremde. (In the proceed- 
ings of the Vienna Academy of Science. Vienna, 

'855) 

13. Leutbecher. Johann Amos Comenius, Lehr- 
kunst. Leipzig, 1853. 

14. Dr. Eugen Pappenheim. Amos Comenius, 
der Begriinder der neuen Padagogik. Berlin, 187 1. 

15. K. A. Schmid. Piidagogisches Handbuch fur 
Schule und Haus. Gotha, 1877. 

16. Seyffarth, L. W. J. A. Comenius, nach seinem 
Leben und seiner piidagogischen Bedeutung. Leip- 
zig, 1871. 

17. Beitriige zur Padagogik. Ueber die historische 
Darstellung der piidagogischen Jdeen mit beson- 
derer Beziehungauf Rousseau und Comenius. Low- 
enberg, 1875. 

18. Comenius, Amos, Die Mutterschule. Aufs 
Neue hrsg. v. Herm. Schroter. VVeissenfels, 1864. 

19. Hoffmeister, Herm. Comenius und Pestalozzi 
als Begriinder der Volksschule, wissenschaftlich 
dargestellt, 8vo. Berlin, 1877. 

20. Laurie, S. S John Amos Comenius, his Life 
and Work, i6mo. Syracuse, 1892. 

21. Butler, Nicholas Murray. The Place of Com- 
enius in the History of Education, i6mo. Syra- 
cuse, 1892. 

22. Maxwell, W. H. The Text-Books of Comen- 
ius, 8vo. Syracuse, 1892. 



COMENIUS 89 

Note. — " We are assured that France will soon 
have two works upon Comenius, which, we hope, will 
be only a prelude 10 important "studies relating to 
this eminent educator; one by M. Rieder and the 
other by M. Diog. Bertrand." — Die. de Fedag, 



II 



WORKS 



1. Didactica Opera Omnia ab anno 1627 ad 1657 
continuata. Amstelodamus, Chr. Conradus et Gabr. 
a Roy, 1657. 4 part, in-fol., avec port., 482, 462, 
1064 et 1 10 col. — Brunei. 

This edition contains the collected works of Co- 
menius, edited by himself, and published by the 
munificence of his Patron, Lorenzo de Geer. 

2. Comenius, Johann Amos. Ausgewahlte Schrif- 
ten, Mutterschule, Pansophia, Pangnosie, etc. Ue- 
bersetzt und mit Erliluterungen versehen von Ju. 
Beeger und Johann Leutbecher, 8vo. Leipzig. 

3. Comenius's (John Amos) Visible World ; or a 
Nomenclature and Pictures, of all the chief things 
that are in the World, etc., illustrated with 150 curi- 
ous rude woodcuts, i2mo. 1777. 

4. The Orbis Pictus of John Amos Comenius, 8vo. 
Syracuse, 1887. 

5. Karl Richter. Piidagogische Bibliothek. Eine 
Sammlung der wichtigsten padagogischen Schriften 
alter und neuerer Zeit. Leipzig. 

Volume third contains the Didactica Magna^ an 



-go APPENDIX 

appreciation of it, a Life of Comenius, and notes. 
Edited by Julius Beeger and Franz Zoubek. 

6. Dr. Th. Lion. Bibliothek piidagogischer Clas- 
siker. Langensalza, 1875. — Contains German tran- 
slations of the pedagogical works of Comenius. 

7. Jobann Amos Comenius. Grosse Unterichts- 
lehre {Didactica Mag/ia), mit einer Einleitung von 
Gustav Adolf Linder. Wien, 1877. 

The Three Great Pedagogical Works of 
Comenius 



Comenius was a very prolific writer, being the 
author of more than eighty publications, written in 
Slavic (Czechic), Latin, and German ; but he owes 
his fame to the three following works. 

L Didactica Magna, seu Omnes omnia docendi 
Artificium. 

This great work was begun in 1627, while Come- 
nius was living in exile at Sloupna. It was finished 
in 1632, but remained in manuscript till 1849, when 
it was published in the original language (Czechic). 

A translation of a part of the Didactica Magna, un- 
der the title of Prodronius Pausophiae^ was published 
in London in 1639, through the mediation of Samuel 
Hartlib, by whose influence Parliament invited Co- 
menius to England to organize a reform in public 
education. Buisson, in his Dictionjiairc de Pedagogic. 
pronounces the Didactica Magna ''^ one. of the most 
remarkable treatises that have been written on the 
science of education ". 



COMENIUS 



91 



r 



II. Janua Linguarum Reserata 
This work, published at Lissa in 1631, was sug- 
gested by a book bearing the same title, written by 
an Irish Jesuit named Batty, who was connected with 
the Jesuit College ut Salamanca. It was translated, 
as Comenius himself tells us, into Greek, Bohemian, 
Polish, Swedish, Belgian, English,^Frehch, Spanish, 
Italian, Hungarian, Turkish, Arabic, Persian, and 
even Mongolic. The general plan of the Janua may 
be seen from the following quotation : " Comenius 
believed that the knowledge of words should serve 
at the same time to acquire a knowledge of things. 
He therefore resolved to classify in methodical order 
all created tilings, with their Latin names, and a 
translation, in parallel columns ; and to make of this 
general vocabulary a universal repertory of informa- 
tion, where the pupil might at the same time learn 
Latin and general science. He collected eight 
thousand words, with which he constructed one 
thousand sentences, and these he distributed into one 
hundred chapters." 

III. Orbis Sensualiu^e Pictus, hoc est, omiiiuui fu?ida- 
mentalium in jnundo nruni, et in I'ita actionuni, 
pictura et nometulatiira. 
The first edition of this famous book was published 
at Nuremberg in 1657; and soon after a translation 
was made into English by Charles Hoole. The last 
English edition appeared in 1777, and this was re- 
printed in America in 1812. A fine reprint of the 
English edition of 1727. with reproduction of the 151 
copper-cut illustrations of the original edition of 



92 APPENDIX 

1658, was published by C. W. Bardeen, Syracuse, in 
1887. 

This was the first illustrated school-book, and was 
the first attempt at what now passes under the name 
of '* object lessons". 

" The * Orbis ' was, in substance, the same as the 
' Janua', though abbreviated, but it had this distinc- 
tive feature, that each subject was illustrated by a 
small engraving, in which everything named in the 
letter press below was marked with a number, and 
its name was found connected with the same num- 
ber in the text." — Quick. 

Educational Principles of Comenius 

(Arranged from Paroz's Historic Universelie de ]a Pedagogie.) 

1. Instruction is easy in proportion as it follows 
the course of nature. 

2. Instruction ought to be progressive and adapted 
to the growing vigor of the intellectual faculties. 

3. It is a fundamental error to begin instruction 
with languages and terminate it with things — math- 
ematics, natural history, etc.; for things are the sub- 
stance, the body, while words are the accident, the 
dress. These two portions of knowledge should be 
united, but we should begin with things, which are 
the objects of thought and of speech. 

4. It is also an error to begin the study of language 
with grammar. We should first present the subject 
matter in an author or a well-arranged vocabulary. 
The form, /. e. the grammar, does not come till after- 
wards. 



COMENIUS 9^ 

5. We should first exercise the senses (perception), 
then the memory, then the intelligence, and lastly 
the judgment (reasoning). For science begins with 
the observation; the impressions received are then 
imprinted upon the memory and the imagination; 
the intelligence next seizes upon the notions held in 
store in the memory and from them deduces general 
ideas; finally the reason draws con£;lusions from the 
things sufficiently known and co-ordinated in the 
intelligence. 

6. It is not sufficient, merely to make the pupil 
comprehend; he should also learn to express and to 
apply what he has comprehended. 

7. It is not the shadow of things which impresses 
the senses and the imagination, but the things them- 
selves. It is then by a real intuition that instruction 
should begin, and not by a verbal description of 
things. 

8. By observation, the pupil should first gain a 
general notion of an object, and should then observe 
each part by itself and in its relation to the whole. 

9. Talent is developed by exercise. We learn to 
write by writing, to sing by singing, etc. 

10. The study of languages ought to commence 
with the mother tongue. A language is learned bet- 
ter by use, by the ear, by writing, etc., than by rules, 
which should follow use in order to give it greater 
exactness. 



THE SCHOOL BULLETIN PUBLIC ATIONIS. 




llistoiy of Modern Ediieation. 

The Hisforii of Modern Education. An account of Educational Opinion 
and Practice from the Revival of Learn- 
ing to the Present Decade. By 8amuei. 
G. Williams, Ph.D., Professor of the 
Science and Art of Teaching in Cornell 
University. Cloth, 16mo, pp. 459. With 
37 Portraits. $1.50. 

This is a revised and enlarged edition 
of what was upon its first appearance 
altogether the' fullest and most coin- 
plete history of modern education now 
available. It is the only adequate prep- 
aration for examinations, and a neces- 
sary part of every teacher's working 
library. 

The titles of the chapters will give some idea of its comprehensiveness. 
Those in italics appear for the first time in this revised edition. 

Ldroductory. Valuable contributions to pedagogy from ancient day-9. I. 
Preliminaries of modern education. II. The Renaissance, and some inter- 
esting phases of education in the 16th century. III. Educational opinions 
of the 16th century. IV. Distinguished teachers of the 16th century. 
Melanchthon, Sturm, Trotzendorf, Neander, Ascham, Mulcaster, the Jesu- 
its. V. Some characteristics of education in the ITth century. \I. Princi- 
ples of the educational reformers. VII. The ITth century reformers. VIII. 
Female education and Fenelon. IX. The Oratory of Jesus. Beginnings of 
American education. X. Characteristics of education in the 18th century. 
XI. Important educational treatises of the 18th century: Rollin, Rousseau. 
Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pesta- 
lozzi and his work. XIV. General review of education in the 18th century. 
XV. Educational characteri.stics of the 19th century. XVI. Extension of 
ftopidar education. XVII. Froebel and the Vmdergarten. XVIII. Professional 
training of teachers, and school supervision. XIX. Manual and industnal 
training. XX. Improvements in methodx of instruction. XXI. Discussion of 
relative value of studies. 

There are also added an Analytic Appendix, for review ; the Syllabus 
on the History of Education prepared by the Department of Public Instruc- 
tion for the training classes ^^i the State of New York, with references by 
page to this volume ; and an Index of 13 double column pages, much fuller 
than in the first edition. 

The Critic calls it, " sensible in its views, and correct and clear in style." 
Tlie American Journal of Education says: "It is not too much to say that 
for all ordinary purposes Prof. Williams's book is in itself a much more val- 
uable pedagogical library than could be formed with it omitted." 

C. AV. BARDEEX, Piibli.shor, Syracuse, N. Y. 



TUK SCHOOL BVLLKTIX PVIihlC ATlOXs. 



Helps ill the History of Ediieation 



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t' most heartily a,<>;rcc. How this 
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their list published by the Bureau 
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2. Lectures on the Ilistonj of Education in Pnisfiia and England. 
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This is ii reprint of Oscar Browning's article in th 
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This treats particularly of Luther, Ba(;on, Pest:ilo//i. Girard, Diester- 
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!). History of the Schools of Syracuse. X. Y. By Kuwaud Smith. Cloth, 
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JO. Teachers' Institutes, Past and Present. By .Tames M. Milne. Pai)er, 
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12. Educational Publications in Haly. My Pieko Bakbeka. Paper, 
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C. W. BARDEEN, Publisher, Syracuse, N. Y. 



Kncyclopaedia Bri- 



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Lank. Leatherette, 



•THE SCHOOL BULLETIN PUBLICATIONS.- 




Meiklejolin's Life of Andrew Bell. 

An old Educational Reformer, Dr. 
Andreio Bell. By J. M. D. Meiki,e- 
JOHN, professor of the theory, history, 
and practice of education in the uni- 
versity of St. Andrews. Cloth, 16mo, 
pp. 182. $1.00. 

Teachers of this generation can 
hardly realize what a power the naoni- 
torial systgm was in the history of the 
first third of this century. It was the 
subject most debated wlien teachers 
met together and in the educational 
journals of the time. It was supposed 
to have revolutionized teaching, and 
in this country as well as in England and elsewhere its influence was enor- 
mous. Dr. Andrew Bell, its founder is buried in Westminster Abbey, his 
tablet being one of the first that meets the eye of the visitor. He left a 
fortune of a million dollars to educational uses, and founded the chairs of 
education in the universities of Edinburgh and St. Andrews. 

Hitherto his biography could be obtained only in the three enormous 
volumes of 2,000 pages by Robert Southey; but Dr. Meiklejohn, who occu- 
pies at St. Andrews the chair Dr. Bell founded, has written this memoir, 
which is as sprightly and interesting as the big compilation of Southey's is 
dreary and dull. He tells of Dr. Bell's college life, of his going to Virginia 
to be a tutor; of his shipwreck on his return voyage; of the duel he fought, 
when, being short-sighted and excitable, he fired at the seconds instead of 
his opponent; of his being offered $2,500 to vote for one candidate and im- 
mediately voting for the other; of his journey to India, where he was put 
in charge of an orphan school for boys; of his difficulty in finding teach- 
ei:3, and his discovery of the plan of mutual instruction; of the enormous 
success that this plan met with, first in India, and afterwai-d in Great 
Britain and throughout the world. 

Incidentally Prof. Meiklejohn tells much of the state of education at 
the time Dr. Bell began to introduce his system, when in Ireland for in- 
stance, the boy who had written the best copy was ordered by tlie master to 
pull the hair of the boy who had written the worst, and so to do until they 
arrived at their seat's in the school again. It was one of Dr. Bell's corre- 
spondents who speaks of the death of a schoolmaster in Swabia who had 
superintended a seminary 51 years with severity; had given 911,500 cauiugs, 
124,000 floggings, 209,000 custodies, 136,000 tips with the ruler, 10,200 boxes on 
the ear, 22,700 tasks by heart, 700 stands upon peas, 600 kneels on a sharp 
edge, 500 foolscaps, 1,700 holds of rods. 

In short the volume is a vivacious and interesting history of the time, 
as well as the best biography of one of England's most eminent teachers. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETTN PrRLKATIOXS. 




THOMAS ARNOLD. 



Biograpliies of Great Teachers. 

1. A Memoir of Roger Ascham, by Samuel Johnson, LL.D. ; and selec- 
tions from the Life of Thmiuis Arnold, 
by Dean Stanley. Edited, with In- 
trodnctions and Notes by James S. Car- 
lisle. 16rao* pp. 352. Manilla, 50 cts. ; 
Cloth, $1.00. 

Besides the biography of Aschani iu 
full this volume contains selections 
fiom '"The Schoolmaster", with fac- 
simile of the ancient title-pa^re. We 
also i)ublish Ascham's Complete Works 
in four liandsome volumes at $5.00. 

From Stanley's "Life of Arnold "" 
those chapters have been taken which 
refer to his work as a teacher, and ar« 
published without change. Thus th« 
book gives in full compass and at a low price all that is most important iu 
the lives of these two great teachers. 

"No better reading could be selected for the teacher, none more stimu- 
lating none more softening, than the lives of these two men, so conspicuous, 
for their achievement as teachers."— 77ie Evanrjeliiit. 

^. John Amos C'onieni us. Bishop of the Moravians; his Life and Edxica- 
tioiud Works. By S. S. Laurie. 16mo, pp. 232. Manilla. 50 cts.; Cloth, $1. 
3. An Old Educational Reformer. Dr. Andrew Bell. By J. M. D. Meiklb- 
.TOHN. Cloth, 16mo, pp. 182. $1.00. 

Dr. Bell was the founder of the Monitorial System that swept over Eng- 
land and America in the early part of this century, and was at that time the 
most famous teacher in tlie world. Prof. Meiklejohn has made his biographr 
as entertaijiing as it is important in the history of educati(m. 

i. Pextulozzi : his Alia and Work. By Banm DeGiimps. Translated by 
MaroaretCutubertson Crombie. Cloth, 12mc), pp. 336. $1.50. 

5. Avtobiography of Frederich Fntbel. Translated and annotated by 
Emilie Michaelis and H. Keatley Moore. Cloth, 12mo, pp. 183. $1.50. 

''He writes so simply and confidentially that no one can fail to under- 
stand everything in this new translation. It would be of great benefit ti> 
American youth for fathers and mothers to read this book for themselves. 
Instead of leaving it entirely to prof essional teachers. "—iVew York Herald. 

6. The Educational Labo?'s of Henry Barnard. By Will S. Monrob. 
Leatherette, 16mo, pp. 35. 50 cts. 

1. Essays on Educational Reformers. By R. H. Quick. Cloth, 16mo, pp. 
aai. $1.50. 

t Its vivacious style makes it the most interesting of educational histories. 
We publish separately at 15 cts. each these chapters : I. The Jesuits, II. Co 
menius, III. Locke, IV. Rousseau, V. Basedow, VI. Jacotot, VII. restah)zzi- 

C. W. BARDEEX, Publislier, Syracuse, X. Y. 



THE SCirOOL m'LLV/nX PJ'HLICATIOXS. 




John ^mos Comenius. 

2. John Amos CG77iem>'y\ Bishop of the Jforanans, his Life and Educatiwial 

Works. By kS. S. Laurie. Beading 
Circle Edition. Cloth, 16mo, pp. 272. 
$1.00. 

This edition differs from those 
hitherto publislied (1) in being in- 
dexed by head-lines, (:Z) in the inser- 
tion of five portraits, and (3) in the 
addition of a bibliography, with fif- 
teen photographic reproductions of 
pages from early editions of his 
works. The core of the book is the 
account of The Great Didactic, pages 
73-153, the best treatise on Method 
ever published, at once broad, sound, 
suggestive, and practically helpful. As a contribution both to the history of 
education and to its theories this book occupies a unique place, and is indis- 
j-ensable in even a small library of teachers' books. 

2. The Orbis PictKS of John Amos Comenius. Cloth, 8vo, pp. 232. $3.00. 
This beautiful volume is a reprint of the English edition of 1727, Wt xiith 
■/^production of the Wl cojiper-iilate illvstrations of the original edition of 1658. 
A copy of the rare original commands a hundred dollars, and this reprint 
must be considered a most important contribution to pedagogical literature. 
J'he Orbis Pietus was not only the first book of object lessons, but the fii-sf; 
lext-book in general use, and indeed, as the Encyclopcedia BHtannica states, 
'■ the first children's picture-book." 

The book is a beautiful piece of work, and in every way superior to 
most of the fac-similes we have so far been presented with.— iS"^. Y. Wo?'ld. 

We welcome this resurrection of the Orbis Pictifs, which has lain too 
• nng in suspended animation. The master-piece of Comenius, the prince of 
European educators of the 17th century, was the greatest boon confen-ed 
•n the little ones in primary schools.— yation. 

The old wood illustrations are reproduced with absolute fidelity by a 
v.hotographic process, and as the text follows closely letter by letter the old 
v'xt, the book is substantially a copy of the rare original.— i?^(5?'a/7/ World. 

S. Tlie Place, of Cmneni us in the History of Education . By Nicholas MxrR- 
jiiAY Butler. Paper, 16mo. pp. 20. 15 cts. 

U. The Ti-H- Books of Comenivs. By Wm. H. Maxwell. Paper, 8vo, pp. 
21. 29 Illustrations. 25 cts. 

Everyone who feels that he cannot afford that beautiful volume, the 
Orbis Picttis, should invest a quarter in this, and find out what Comenius 
^Jjd. — Educational Covrant. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN ^ UBLICATIONS. 




The OrWs Pictus of Comenius. 

This beautiful volume, (Cloth, 
8vo, large paper, top-edge gilt, 
others uncut, pp. 197, $3.00) is a 
reprint of the English edition of 
1727, but ivitk reproduction of the 
151 copi)er-cut illustrations of tlie 
original edition of 1&58. A copj- 
of the rare original commands 
a hundred dollars, and tliis re- 
print must be considered the 
aost important contribution to 
pedagogical literature yet made. 
It was not only the first book 
of object lessons, but the first 
text-book in general use, and in- 
deed, as the Encyclopeedia Bn- 
tannica states, "the first chil- 
dren's picture-book." 

EXTRACTS FIIOM CRITICISMS. 

Tlie book is a beautiful piece of work, and in every way superior tc? 
most of the fac similes we have so far been presented with.— -V. Y. Worlds 

C. W. Bardeen, of Syracuse, has placed lovers of quaint <>Id books un- 
der obligation to him.— iV. Y. Sun. 

We welcome this resurrection of the Orbis Pictus Sensualam Pict^is^ 
which has lain too long in suspended amination. This master-piece of Com- 
enius, the prince of European educators in the 17th century, was the 
p-eatest boon ever conferred on the little ones in primary schools.— iVaft'on. 

Comenius's latest editor and publisher has therefore given us both a 
curiosity and a wholesome bit of ancient instruction in his handsome re- 
print of this pioneer ^'ork.— Critic. 

The old wood iUustrations are reproduced with absolute fidelity by a. 
photographic process, and as the text follows closely letter by letter the ol't 
text, the book is substantially a copy of the rare original.— Xi<f?07'i/ Worhl. 

It would be impossible to find an educational work which would exer- 
cise a stronger fascination upon the minds of the young.— .4/;/. Book-maker. 

The reproduction gives an excellent idea of the work and makes a most 
interesting volume for reference, especially as an illustration of the customs,, 
manners, beliefs, and arts of the 17th century.— Independent. 

Every educational library invM have a copy of the book, if it wishes to 
lay any claim whatever to completeness, and as the edition is limited, order» 
should be sent early. We say right here that twenty-five dollars will not 
take our copy unless we are sure we can replace it.~-Edticational Courant. 

• C. W. BARDEET^ ^"Misher, Syracuse, N. Y * 




— THE SCHOOL BULLETIN PUBLICATIONS.^—- 

John Henry Pestalozzi. 

Pestcdozzi ; his Aim and Work. By Baron De Guimps. Translated 
by Margaret Cuthbertsou Crombie. 
Cloth, 12mo, pp. 336. $1-50. 

Among the best books that could 
be added to the teacher's library.— 
The Chautauqvan. 

It is sufficient to say that the book 
affords the fullest material for a knowl 
edge of the life of the great educationaL 
veioYiwev.— Literary Vt'orkl. 

The most satisfactory biography of 
Pestalozzi accessible to English readers. 
— Wigconsln -Journal of Education. 

2. Pestalozzi and Pestalozzianism. By 

R. H. Quick. Paper, 16mo, pp. 40. 15cts.. 

8. How Gertrude Teaches her Children ; an attempt to help mothers to- 

teach their own children. By John Henky Pestalozzi. Cloth, 12mo, pp. 

308. $1.50. 

This greatest of Pestalozzi's educational works is now for the first time 
published in English translation. 

^ Pestalozzi's Leonard and Gertrude has appeared in several editions, and is 
considered an essential part of every teachers' library. But there is very 
little in it pertaining to teaching. It is mostly a story of German peasant 
life, interesting because it made Pestalozzi famous. But for some reason 
the sequel, Hoxv Gertrude Teaches her Children^ has been neglected. A 
translation of some parts of it appeared in Biber's " Life of Pestalozzi " and 
some of it appeared in Barnard's American Journal of Education. But a 
complete translation now appears for the first time, and for the first time 
makes English readers thoroughly familiar with Pestalozzi's ideas of ele- 
mentary instruction. The volume contains also " The Method ; a Report by 
Pestalozzi to the Society of the Friends of Education, Burgdorf " ; and an 
introduction of 51 pages by Ebenezer Cooke, and abundant notes. No more 
entertaining and instructive pedagogical work than this has ever appeared. 
L Lessons in Numbers, as r/iven in a Pestalozzian School, Cheam, Surrey, 
The Master's Manual. By C. Reiner, Cloth, 16mo, pp. 224. $1.50. 

5. Lessons in Form, or, an Introduction to Geometry as given in a Pesta- 
lozzian School, Cheam, Surrey. By C. Reiner. Cloth, 16mo, pp. 215. $1.50. 

6. Object Lessons ; or Words and Things. By T. G. Rooper. Leatherette., 
16mo, pp. 56. 50 cts. 

1. The Pestalozzian Series of Arithmetics. Based upon Pestalozzi's 
method of teaching Elementary Number. By James H. Hoose. Boards, 
16mo, First Year, PupiVs Edition, pp. 156, 35 cts. Teacher's Edition, contain- 
ing the foi-mer, with additional matter, pp. 217. 50 cts. Second Year. 
PupiTs Edition, 50 cts. n 

C. W. BARDEEN, Publisher, Syracuse, N, Y. 




THE SCHOOL BULLETIX PCBLICAriONS. 

Ffiediicli Froebel. 

1. Antobiograi)hii of FnedHch Froebel. Translated aud annotated by 
Emilie Micuaelis and H. Keatley 
Moore. Cloth, 12mo, pp. 183. fl.50. 

Useful and interesting * * * 
among the best that could be added to 
the teacher's library.— r^,« Chautan- 
fjiian. 

There is no better introduction to the 
Kindergarten.— HY.sYO««rt Journal of 
Education, Sept, 1889. 

v. Froebel' X Letter i< on the Kinder gar- 
ten. Translated from the German edition 
of 1887 by Emilie ^Iichaelis & H. Keat- 
ley MoouE. Cloth. 12mo, pp. 331. $1.5(1 

It would be an everlasting loss if th<' 
treasures which lie in Friedrich Froebel were allowed to perish. He is a 
jewel, a pearl of price.— .U/o^M BieMeriveg. 

3. Child and Child- Xature. Contributions to the understanding of 
Froebel's Educational Theories. f?y theRaroness Marenholtz von Wvk 
LOW. Cloth. 12m(). pp. 20r. *l.a(). 

It is a fit companion to the Aut<)bio<;rapliy and the two are publishisd in 
the same style— a cai)iial idea— an<l a royal pair of volumes they make.— 
Educational Covrant. 

Its design is to illustrate the theory and philosophy of Froebel's system. 
It does this so clearly aud pleasingly as to give no excuse for criticism. * * 
* * The volume is one profitable for every mother, as well as for every 
teacher of children.— C/^vror/o Jnterocean. 

4. The New Education. By Prof. .T. ^I. I). Meiklejohn. Leatherette, 
16nio, pp. 47. 50 cts. Contains an account of Froebel's life, work, and 
principles. 

.5. The Kindergarten System. Principles of Froebel's System, and their, 
bearing on the Education of VVt)men. Also remarks on the higher educa- 
tion of women. By Emilt Shirreff. Cloth, 13mo. pp. 200. $1.00. 

H. E^tsayn on the Kindergarten. Being a selection of Lectures read l>e- 
fore the London Froebel Society, Cloth, 12mo, pp. 17,5. $1.00. 

7. Primorii Ht-ljis. By W. N. Hailmann. A Kindergarten Manual for 
Public School T.'achers. Boards. 8vo. pp. .58. with 15 full page plate.s. 
75 cts. 

5. The New Education. Edited by W. N. Hailmann. \'oI. VI.. the last 
published. Cloth, 8vo, pp. 146. $2.00. 

.9. The First Three Years of Childhood. By B. Pkkez. with an intro- 
duction by Prof. Sully. Cloth. 12mo. pp. 294. $1.50. 

C. W. BAROEEX, Publisher, Syracuse, N. Y. 



STAXDARD TEACHERS' LIBRARY. No. 5.5- 




Quick's Ediieatioual Eeformers. 

s the most entertaining of books f(jr 
teaehers. Dr. W in. T. Harris says : •■ 1 
have called this book of Mr. Quick the 
most valuable history of education in 
our niotlier-tonjrue." We are glad to 
present it in new dress, worthy of its 
merits. 

This new edition is a careful reprint 
of the original London edition with the 
following additions: 

(1) Mr. Quick's Pedagogical Auto- 
biography, written for the Educational 
Revien\ and used here by permission. 

(2) The chapter on Froebel, written 
by Mr. Quick for the Encyclopa?dia Britannica. 

(3) Portraits, including the following: 

Arnold Goethe Montaigne 

Ascham Jacotot Pestalozzi 

Basedow Kant Quick 

Colet Lavater Rousseau 

Comenius Locke Spencer 

Fellenburg Loyola Sturm 

Froebel Milton Tobler 

(4) Illustrations, including the following: 

Facsimile page from one of Mr. Quick's letters. Facsimile page from 
one of Pestalozzi"s manuscripts, with notes in the handwriting of Ramsauer. 
Niederer, Tobler, and Krusi. Janua Linguarum, 3 facsimile pages. Orbis 
Pictus, 2 facsimile pages. Pestalozzi's birth-place at Zurich. Views of 
Stanz, Burgdor^ Yverdun, and the schoolhouse at Birr, with Pestalozzis 
Memorial. The well-known picture of Ascham and Lady Jane Grey. 

(.5) Translations of all the passages in French. German, Latin, and 
Greek, with which the book abounds. 

These added translations are put at the bottom of the page and an- 
indicated by numbers. In the chapter on Rousseau, the quotations in 
French make nearly as much matter as the English, so that the chapter 
might well serve for an exercise in learning French by parallel translation, 
after the methods of Ratich, Locke, or Jacotot. 

(6) Side-heads, giving the substance of the paragraph. 

(7) Additional notes, always in brackets. 

(8) An index much extended. 

IGmo, pp. 420, Price postpaid in Manilla 50 cts. ; in €lotli, ^1.00. 

C. W. BARDEEN, Publisher, Syracuse, N. V. 



THE SCHOOL BULLETIN PUBLICATIONS. 



The Five Great English Books. 



\ 



1. Lectures on Teacli'inru delivered in the University of Cambridge dur- 
ing the Lent term, 1880. By J. G. 
Fitch, late one of her Majesty's In- 
spectors of Schools. Cloth, 12mo, pp. 
303. SI. 25, 

^ ^^^ \ ^'^i'- Quu'k said : "All the essentials 

^t,/^ '^^m. \ of popularity are combined in Fitch's 

- ^^ I i (ctures on Teaching .,2i\\^\\\\% \% xio^ 

)SBi \ (.and long maj' it continue !) one of our 

A.^Wj|j ' y nio.st read educational works." We 

jk j^^ / publish also at 15 cts, each Mr. Fitch's 

1^, J^L jH^^ " ^^^^ '^^^ ®^ Questioning ", and " The 

^^^I^^^^L ^^^'- ^^^ -A-rt of Securing Attention "—two iu- 

^^B^^^~^t'^j^^^ teresting monographs that have had 

^^^i^**-^^ wide circulation and Influence. 

2. Education, biteUectual, Moral, and Physical. By Herbert Spencer. 
16mo, pp. 331. Cloth, $1.00 ; Manilla, 50 cts. 

This is incomparably the best edition of this great classic, of which Mr. 
Quick says, classing it with Ascham's " Scholemaster " and Locke's 
" Thoughts " : " If a teacher does not know these, he is not likely to know 
or care anything about the literature of education ; " and of which Com- 
payresays: " There is scarcely a book in which a keen scent for details 
comes more agreeably to animate a fund of solid arguments. " In this edi- 
tion there are a sketch and portrait of the author, 28 pages of Notes with 
the principal Criticisms, and a complete Topical Analysis for Reviews. 

S. lectures on the Science and Art of Teaching. By Joseph Payne. 
Cloth, 16mo, pp. 384. Pilce $1.25. 

These lectures are singularly fascinating, and full analyses and indexes 
in this edition make it easy to collate and compare all that the author has 
uttered upon any topic suggested. • 

A. The PhilosopJiy of Education , or the Principles and Practice of Teaching. 
By Thomas Tate. 16mo, pp. 440. Cloth, $150 ; Manilla, 50 cts. 

This gives the application of the Science to the Art of Teaching, and is 
without a rival in its clear presentation and abundant illustrations. The 
author is not content with giving directions. He shows by specimens of 
class-work just what may be done and should be done. 

5. Introductory\Text-Book to School Education, Method, and School Man- 
agement. By John Gill. Cloth, 16mo, pp. 276. Price $1.00. 

This supplements the work of all the rest by practical directions as to 
School Management. The teacher's greatest diflBculty, his surest discomfiture 
if he fails, is in the discipline and management of his school. That this 
manual has proved of inestimable help to English teachers is proved by the 
fact that the present edition is the 44th thousand printed. 

C. W. BARDEEN, Publisher, Syracuse. N. Y. 



LIST OF PUBLICATIONS 



School Bulletin Publications 



NOTE.— Binding is indicated as follows : B hoards, C cloth, L leatherette, 
M manilla, P paper. Size as follows : 8:416 indicates 8vo,pp. U16; 12:393 in- 
dicates 12mo, p)p. 393 ; 16:389 indicates 16mo, pp. 389. Numbers preceding the 
binding and size give the pages in the Trade Sale catalogue on which the 
books are described. 

Books starred may be had also in the Standard Teachers' Library, 
manilla binding, at 50 cts. each. Unless expressly ordered to be sent in this 
binding, such volumes are always sent in cloth. 

A DAY of My Life, or Everyday Experiences at Eton. 22 C 16:184. ... $1 00 
Ackerman (Mrs. M. B.) Revieio Questions to accompany Hendrick's His- 
tory of the Empire State. 45 P 12:15 05 

Adams. Wall Map of the State of New York, 68x74 inches, 41 C 5 00 

Ahn (F.) Method of Learning tlie Dutch Language. 38 C 12:135 1 25 

Aids to School Discipline. Per box 47 1 25 

Supplied separately; per 100 Merits, 15 cts.; Half Merits, 15 cts.; 
Cards, 15 cts.; Checks, 40 cts.; Certificates, 50 cts. 

Air Test Bottles. Per set of 3, in cloth case 1 00 

Alden (Joseph). First Principles of Political Economy. 43 C 16:153 75 

Alexandrow (F.) Method of Learning Russian. 38 C 12:135 1 25 

Key 25 

Arabic Self -Taught. 38 C 12:104 1 25 

* Arnold (Thomas). Stanley's Life of, 3. S. Carlisle. 15, 17 C 16:252. ... 1 00 

Ascham (Roger). Sketch of, by R. H. Quick. 17 P 16:55 15 

* Biography, by Samuel Johnson. 15. 17 C 16:252 1 00 

Complete Works. 17 C 16:, 321, 273, 376, 374 4 vols 5 00 

BAIilj <J. W.) 1000 Questions-and-Answers in Drawing. 41, 46 L 16:67. 40 

Instruction in Citizenship. L 12:63 40 

Barbera (Piero). Educational Publications in Italy. 17, 37 P 8:14 15 

Bardeen (C. R.) Infection and Immunity. P 8:20 25 

(C. W.) * Manual of School Law. 43 C 16:276 1 00 

Geography of the Empire State. 40, 43 C 8:120 75 

-:— * Roderick Hume. The Story of a New York Teacher. 15, 22 C 16:295 1 25 

The Little Old Man, or the School for Illiberal Mothers. 15 C 16:31 .. . 50 

Verbal Pitfalls. A manual of 1500 misused words. 26, 37 C 16:223. . 75 

The Tax-Payer and the Township System. 25 P 8:20 25 

Teaching as a Business for 3Ien. 25 P 8:20 25 

The Teacher's Commercicd Value. 25 P 8:20 25 

The Teacher as He Should Be. 25 P 8:24 25 

Effect of tlie College-Preparatory High School. 24 P 8:5 15 

History of Educational Journalism in New York. 17, 25, 43 P 8:45. . . 40 

The Song Budget. 29Psmall4:76 15 

The Song Century. 29 P small 4:87 15 

The Song Patriot. 29 P small 4:80 15 

The Song Budget Series Combined. 29 C 4:250 50 



Barnard (Henry). Amei'ican Journal of Education. Vols. I-V, ^111, 

IX, XVI, XVII, XXIII. XXIX. Each, Half-turkey, 8: about 800. . .85 50 

Letters., Essays, Thoughts on Studies and Conduct. C 8:552 3 50 

Kindergarten and Child Culture Papers, etc. C 8:784 3 50 

American Pedagogy. C 8:510 3 50 

Military Systems of Education. C 8:960 5 50 

• The EdH Labors of by Will S. Monroe. 23 L 16:35 50 

(H.) Oral Training Lessons. 29 12:136 75 

Basedow (J. E.) Sketchofhj'R.'S.. (^xnck. 17 P 16:18 15 

Bassett (J. A.) Latitude, Longitude and Time. 30, 33, 40 M 16:42 25 

Bates (S. P.) Methods of Teachers' Institutes. 28 12:76 60 

Batsdorf (J. B.) The Management of Country Schools. 25, 27 P 8:33. ... 20 

Beebe (Levi N.) First Steps among Figures. 30, 31 C 16:326 1 00 

PupiVs Edition. 16:140 45 

Beesau (Amable). T/ie Spirit of Education. C 16:325, and Portrait. . . . 1 25 

Bell (Andrew). An Old Educational Peformer. 17 C 16:182 1 00 

Bennett (0. W.) National Education in Europe. 25 P 8:28 15 

History of the Philosophy of Pedagogics. 17, 21 L 16:43 50 

Binner (Paul). Old Stories Retold. 34 B 16:64 25 

Blakely (\V. A.) Chart of Parliamentary Rides. 37 P 16:4 25 

Bradford (W. H.) Thirty Possible Problems in Percentage. 30 M 16:34. 25 

Briggs(F. H.) Boys and Hoiv to Re-Make them. 25 P 8:24 25 

Lidustrtal Training in Reformatory Institutions. 25 P 8:24 25 

Bristol (H. 0.) Honesty Cards in Arithmetic. 28,30 50 cards, 3x4>^... 50 

Browne (:m. Fi'ances). A Glimpse of Grammar-Land. 34 P 8:24 15 

* Buckham (Henry B.) Handbook for Young Teachers. 15, 23, 27 C 

16:152 75 

Buffalo Examination Questions. 46 L 16:110. 1st Year : 2d and 3d 

Yeai-s, each 50 

Bugbee (A. G.) Exercises in English Syntax. 36 L 16:85 '. 35 

Key to the saine. L 16:36 35 

Bulletin Spelling Pads, 70 pages. Each 15 

Book- Keeping Blanks. Press-board, 7x8|^, pp. 28. Each. 15 

Composition Book. M 8:44 15 

Class Register. Press-board cover, Three Sizes, (a) 6x7, for terms 

of twenty w^eeks ; or (6) 5x7, for terms of fourteen weeks. 47 

Pp.48 25 

(c) Like (&) but with one-half more (72) pages 35 

Pencil Holder, numbered for 60 pupils. 48 200 

Ink-Well Filler, holding one quart. 48 1 25 

Number Fan. 30, 11x15 inches 1 00 

Bumham (W. P.) Ihities of Outposts U. S. Army. 33 C 24:171 50 

Burritt (J. L.) Penmanship in Public Schools. P 12:62, and chart 60 

Butler (Nicholas Murray). The Place of Comenius. 18, 24 P 16:20 15 

CABANO (Lopes de). Method of Learning Portugese. 38 12:175 1 25 

Key 25 

Caesar's Conspiracy of the Helvetians. 45 P 16:20 10 

Canfield James H.) Rural Higher Education. 24, 25 P 8;24 15 

(2) 



* Carlisle (J. S.) Tico Great Teachers, Ascham and Arnold. 15, 17 C 

1 6 :252 II 00 

Catalogue of Bare Looks on Pedagogy. P 24:58 06 

of School Bulletin Publications. P 16:100 06 

Cheney (F.) A Globe Manual for ScJiools. 40 P 16:95 25 

Civil Service Question Book. 46 C 16 :282 1 50 

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W^ood (H. A.) Short Cuts in Arith?netic. 30 C 16:149 75 

YAIVGER (Rose N.) Ho2v to Celebrate Arbor Day. P 16:14 15 

The Indian and the Pioneer. 15 C 8:335. . $3.00 ; or in Two Volumes, 3 50 

Young (W. T.) The Art of Putting Questions. P 16 :65 15 



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